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A Focus on the Six Steps to Inclusive Preschool Curriculum
Adapted from: Horn, E., Palmer, S., Lieber, J., Butera, G., Kang, J., Classen, A. & Friesen, A. (October, 2015). Children’s School Success: A framework for inclusive early education. Presented at the Division of Early Childhood (DEC) of the Council for Exceptional Children (CEC) 31st Annual International Conference on Young Children with Special Needs and their Families. Atlanta, GA.
CSS+ Curriculum Framework• Children’s School Success Framework: Multi-tiered
instructional model for the purpose of supporting early childhood educators to deliver interesting, challenging, but also integrated curriculum content in inclusive settings.
• In order to develop and implement a coherent curriculum plan, educators within a program need a curriculum framework to guide decision-making for the teaching and learning process and maximize the likelihood that all children will achieve desired outcomes.
CSS+ Framework Foundation• Challenging curriculum addresses the whole child
including social-emotional development, approaches to learning such as curiosity and persistence, and language and communication development, as well as building content knowledge in literacy, math, and science.
• Decisions about “the what” of learning should view children’s learning and development as a continuum of what children can and should learn on their path to school success.
Step 2: Determine Strategy for Ensuring Coherent and Integrated Format
• Ensure that learning opportunities:– Address each of the critical domains and subdomains– Build in complexity across time– Allow for appropriate repetition without boredom– Move at a good pace with high expectations but without
creating “weak foundations”• Tasks to Complete:– Develop (modify or tailor to class needs) an “approximate”
calendar that aligns with your class/program calendar for each subdomain
– Monitoring children’s progress and response to learning. Adjust calendar as appropriate
Step 3: Develop Activity Plans Addressing UDL Principles for Supporting All Learners
• Universal Design for Learning (UDL): The philosophy of designing and creating products and environments to be accessible to the greatest extent possible, to the people who use them without the need for adaptation
• Tasks to Complete:– Develop plan for addressing UDL principles of
multiple means of representation, engagement, and expression
• Ensures instruction, questions, expectations, and learning opportunities are presented in a variety of formats and different levels of complexity to address a range of ability levels and sensory processing needs.
Representation
• Ensures that a range of strategies are used to arouse children’s attention, curiosity, and motivation, thus matching a range of child interests, preferences, and personal styles.
• Maintained by providing a range of levels of scaffolding, repetition, and appropriate challenges to support all children’s learning
Engagement
• Ensures that all children have a range of formats for responding, demonstrating what they know, and to express their ideas and preferences
• Children have a variety of options in the materials, toys, and resources that they use such that they reflect their individual practices and abilities
Step 4: Review Activity Plans to Address Differentiation and Individualization for
Children in Classroom
• Differentiation: A teaching approach that acknowledges and responds to the belief that each child is different and thus requires that instruction be varied and adapted for his/her individual approaches with a focus on child active participation and learning of the general curriculum content (Hall, 2002)
• The early educator takes curricular goals and varies the complexity or difficulty by making adjustments in– Learning environments (types and levels of
learning support provided to the child)– Content (information the children need to learn)– Process (types and format of the activity in which
Step 5: Connect Progress Monitoring to the Scope and Sequence
• Progress Monitoring: A continuous measuring and documenting of change or progress in child performance to determine children’s progress toward standards-based learning objectives
• Tasks to Complete:– Teachers need to determine
• When they will do the monitoring• Who will do the monitoring• What format to use for gathering data, and• Other details related to this type of assessment