LD: Curriculum Designing, Adaptation and Evaluation

Course Code: 2312 Credit: 04

Hours: 60 Marks: 100

Introduction
This paper covers all about curriculum. The first unit is about different designs of curriculum
wherein the UDL needs to be looked at from the inclusive education perspective. The second
unit needs to be studied as the emphasis is on inclusion, hence curriculum hierarchies are
essential to be understood. Unit three and four are about instructional planning and
adaptations that will benefit students with learning disability. Unit six is on evaluation where
different kinds of evaluation have to be studied, so as , to be able to choose the appropriate
tool for evaluation.

Course Outcomes
After completing the course the student teachers will be able to:
• Describe the principles, types, and areas of curriculum
• Acquire knowledge about learning hierarchies to help planning
• Discuss the different instructional planning and its use
• Demonstrate skills in applying different adaptations for inclusive education
• Make effective use of different forms of evaluation
• Exhibit openness to the ways of curriculum designing, adaptation and evaluation

Module I: Curriculum Design

Learning Outcomes: After completing this module the student teachers will be able to
• Explain the concept and principles of curriculum design
• Explain the principles of an inclusive curriculum
• Describe the various types of curricula
• Discuss the UDL for curriculum development
• Compare the different types of curriculum design and development

1.1 Curriculum design- Concept, definition and principles

1.2 Principles of Inclusive Curriculum
1.3 Types of curriculum – Core, collateral, support, hidden
1.4 Universal design of learning (UDL) for curriculum development
1.5 Curriculum Design and Development: Subject centered, learner centered (CWLD),
Learning centered

Module II: Curriculum Hierarchies

Learning Outcomes: After completing this module the student
teachers will be able to: • Describe the curriculum hierarchies in
various subject areas

2.1 Reading (English and any regional language)

2.2 Writing
2.3 Mathematics
 2.4 Science
2.5 Social studies

Module III: Instructional Planning

Learning Outcomes: After completing this module the student teachers will be able to
• Describe the ADDIE model of instructional planning
• Explain the taxonomies of learning
• Elaborate the elements of lesson plan
• Discuss the CAM as model of teaching
• Explain the pyramid plan

3.1 Model of instructional planning –ADDIE

3.2 Taxonomies of learning – Cognitive (Bloom’s and Anderson), psychomotor, affective
3.3 Elements of lesson plan- 5 E plan
3.4 Models of teaching- CAM
3.5 Pyramid plan

Module IV: Adaptation, Modification, Accommodation

Learning Outcomes: After completing this module the student teachers will be able to
• Discuss the concepts of adaptation, modification and accommodation
• List the principles and steps of adaptations
• Plan differentiated instruction and IEP
• Use appropriate classroom management methods

4.1 Definition and concept of adaptation, modification, accommodation

4.2 Principles and steps of adaptation
4.3 Differentiated instruction
4.4 IEP
4.5 Classroom management – cooperative, collaborative, arrangement

Module V: Assessment & Evaluation

Learning Outcomes: After completing this module the student teachers will be able to
• Discuss the concept and scope of assessment and evaluation
• Explain the different types of assessments
• Explain the concept and types of evaluation
• Develop a question paper
• Develop and use various tools of evaluation

5.1 Assessment & Evaluation- Concept, definition, scope

5.2 Types of Assessment- Alternative, Authentic, performance based, subject based, portfolio
5.3 Evaluation – Formative, Summative, CCE
5.4 Examination Provisions across examination boards
5.5 Rubrics grading, development of Question Paper, marking schemes development
Transaction
This paper deals with one of the core areas of being a teacher that is planning curriculum. The
planning is done keeping in mind the adaptations to suit the needs of a LD student. Hence, direct
instruction alone will not help. Experiential method, task analysis, discussion, role play, reader’s
theatre, debates; teach reteach cycles are a must. Collaborations with general education teacher for
unit two will be helpful to understand it in relation to the unit three and four.

Course Work/Practical/Field Engagement

• Adapt a lesson according to the needs of the identified student/ class

• Plan a differentiated lesson for a given class
• Evaluate a textbook to
• Develop a rubric as an evaluation tool
• Prepare a blueprint
• Prepare a portfolio

Essential Reading

• Cook, R, E, Tessier, Annette & Armbruster, Virginia B: Adapting early childhood curricula
for children with special needs. (2nd ed) Columbus. Merrill Publ, 1987
• Glazzard, Peggy: Learning activities and teaching ideas for the special child in the regular
classroom. New Jersey. Prentice-Hall, 1982.
• Joyce S. Choate et al : Assessing and programming basic curriculum skills,1987
• Joyce S. Choate: Successful Inclusive Teaching: Proven Ways to Detect and Correct
Special Needs,2003
• Margo A. Mastropieri & Thomas E. Scruggs: The Inclusive Classroom: Strategies for
Effective Differentiated Instruction, 4th Edition, 2009
• Mcintyre, Thomas: A resource book for remediating common behavior and learning
problems. Boston. Allyn and bacon, 1989.
• Stephen S. Strichart & Charles T. Mangrum: Teaching Learning Strategies and Study Skills
to Students with Learning Disabilities, Attention Deficit Disorders, or Special Needs, 3rd
Edition
• Steve Graham & Karen Harris.: Writing Better: Effective Strategies for Teaching Students
with Learning Difficulties ,2005
• Virginia W. Berninger & Beverly J. Wolf: Teaching Students with Dyslexia and Dysgraphia:
Lessons from Teaching and Science, 2009

Desirable Reading
• Angela Losardo &Angela Syverson: Alternative Approaches to Assessing Young Children,
Second Edition,2011
• Cohen, Sandra B & Plaskon, Stephen P: Language arts. Columbus. Charles E Merrill,
1980. 0-675-08131-9
• Davis, William E: The Special Educator : strategies for succeeding in today's schools.
 • D Kim Reid,Wayne P Hresko: A Cognitive approach to learning disabilities. Auckland.
McGraw-Hill, 1981
• Lewis, Rena B. & Doorlag, Donald H.: Teaching special students in general education
classrooms. (5th ed) New Jersey. Prentice Hall, c1999.
• Nancy L Eisenberg, Pamela H Esser: Teach and reach: students with attention deficit
disorders : the educator's handbook and resource guide. Texas. Multi Growth Resources,
1994. 0-9630847-0-4 Rs.1011--(371.92Eis/Ess)
• Schulz, Jane B & Carpenter, C Dale: Mainstreaming exceptional students. [a guide for
classroom teachers] (4th ed) Boston. Allyn and Bacon, c1995. 0-205-15724
• Westwood, Peter: Commonsense methods for children with special needs. [strategies for
the regular classroom] London. Croom Helm, 1987
• William N. Bender: Differentiating Instruction for Students With Learning Disabilities: Best
Teaching Practices for General and Special Educators ,2007
• Hodkinson, Alan & Vickerman, Philip: Key issues in special educational needs and
inclusion. Los Angeles. SAGE, 2009
• Karten, Toby J.: Inclusion strategies that work! [research-based methods for the
classroom] (2nd ed) California. Corwin A Sage Company, 2010
 LD: Intervention and Teaching Strategies

Course Code: 2313 Credit: 04

Hours: 60 Marks: 100

Introduction
This course will provide insight into the conceptual framework of the area of interventions
and strategies. It will familiarize the students with the approaches and tools of assessment
and seeks to develop an understanding of how interventions in the areas affected can be
instrumental in enhancing performance. The course will prepare the students in helping
children with learning disabilities by developing appropriate strategies and intervention
plans for them. This will prepare them to work with students in clinical as well as classroom
set-ups and arm them with programmes for assessment, goal setting, reviewing and
reporting the success of the intervention targets.

Course Outcomes
After completing the course the student teachers will be able to

• Explain the purpose and define the principles of educational intervention

• Discuss the various Teaching Strategies across the curricular hierarchies
• Link the teaching Strategies to the curricular areas
• Provide specific strategies for core and collateral curriculum
• Plan Programme for skill, process and curricular deficits
• Appreciate and adopt the intervention and teaching strategies

Module I: Conceptual Framework of Educational Interventions

Learning Outcomes: After completing this module the student teachers will be able to
• Explain the definition, purpose, scope and principles of educational intervention
• Describe the way to plan curriculum intervention
• List the steps of intervention
• Discuss the cascade of services and response to intervention for intervention • Appraise
the issues and ethics in educational intervention

1.1 Definition, purpose, scope and principles of educational intervention

1.2 Curriculum intervention: gap analysis and linkages with demands of school
curriculum (Diagnostic Prescriptive Teaching)
1.3 Steps of intervention
1.4 Cascade of services and Response to Intervention
1.5 Issues and ethics in educational intervention

Module II: Educational Interventions for Processing Deficit

Learning Outcomes: After completing this module the student teachers will be able to
 • Apply the interventions for various processing deficits

2.1 Attention
2.2 Perception
2.3 Memory
2.4 Thinking
2.5 Meta-cognition

Module III: Reading and Writing Interventions

Learning Outcomes: After completing this module the student teachers will be able to
• Explain the principles of intervention in reading and writing
• Use the strategies to develop reading and writing skills
• Apply the strategies for differentiation and inclusion in classrooms

3.1 Principles of intervention in reading and writing

3.2 Strategies for developing word recognition skills, fluency and comprehension
3.3 Strategies for developing handwriting, spelling and written expression
3.4 Strategies for Reading and writing across the curriculum
3.5 Strategies for differentiation and inclusion in the classroom

Module IV: Interventions for Mathematics

Learning Outcomes: After completing this module the student teachers will be able to
• Explain the principles of intervention in mathematics
• Use the strategies to develop mathematics skills
• Use accommodations to teach mathematics in mainstream schools

4.1 Principles for interventions in mathematics

4.2 Strategies for developing mathematical concepts
4.3 Strategies for developing computation, automaticity [timed tasks] and application
4.4 Strategies for problem solving
4.5 Accommodations [calculators, computers] in the mainstream classroom

Module V: Intervention in Life Skills

Learning Outcomes: After completing this module the student teachers will be able to
• Apply the strategies for development of social and study skills in students with LD
• Discuss strategies for self-assessment, advocacy and soft skill development
• Explain ways of preparing for independent living, career planning, leisure and recreation
5.1 Strategies for developing of Social Skills
5.2 Strategies for developing Study Skills
5.3 Strategies for self-assessment and advocacy
5.4 Strategies for soft skills [presenting self, time management, decision making]
5.5 Preparation for Independent Living; Career Planning, leisure and recreation
Transactions
This paper will be dealt with using lectures followed by projects in specific processing
deficits and specific curricular deficits. Assignments in order to align the strategies of
intervention to the curriculum across grades can be taken up. Presentations based on
educational intervention for a specific child can be examined. Discussion on issues in
intervention and goal setting for educational intervention can be organized. The use and
success of specific strategies and teaching technique can be observed using field work.
Actual demonstration of the technique can be provided to ensure hands on experience.

Coursework/Practical/Field Engagement
• Prepare an educational intervention plan\tool for a given process • Prepare an
educational intervention plan\tool for a given skill
• Plan a parent meet to discuss the intervention goal.
• Collaborate with a specific subject teacher to set an intervention goal
• Conduct a workshop for mainstream teachers on educational interventions/classroom
Strategies

Essential Readings
• Lerner, J. W. 2011. Learning Disabilities. Boston: Houghton Mifflin Brookes,
• Karten, T, J. [2007] More Inclusion Strategies that work- aligning student strength with
standards. Corwin Press
Desirable Readings
• Bird, RThe dyscalculia toolkit supporting learning difficulties in maths. (2nd ed) Los
Angeles. Sage,
• Cummings, C, B [2000] Winning Strategies for Classroom Management Teaching, Inc •
Das, J. P.: Reading difficulties and dyslexia. New Delhi.
• Forster, C, Grant, J; Hollas, B; Pittet, J; Shaffer, J: [2002] Differentiated Instruction:
Different Strategies for Different Learners, 1st edition. Staff Development for Educators,
Div highlights for Children
• Geoff, H. Dyspraxia. (2nd ed). 2007. : Continuum International publishing Group.
• Harwell, J, M; Jackson, R, W. [2008] The Complete Learning Disabilities Handbook:
Ready-to-Use Strategies and Activities for Teaching Students with Learning Disabilities:
John Wiley and Sons Inc.
• Lee. S H., Harris K, R. Graham, S. (2003) Handbook of Learning Disabilities: the Guilford
Press, Ist Edition,
• Martin, L, C . [2009]. Strategies for Teaching Students With Learning Disabilities: Corwin
Press
• Mather N and Goldstein S (2001). Learning Disabilities and Challenging Behaviors: A
Guide to Intervention and Classroom Management: Brookes Publishing Company, 1 st
edition.
• Narayan J (2002). Educating children with learning problems in the primary school:
NIMH Secunderabad.
• Pandey J, and Thapa K. (2008). Perspectives on learning disabilities in India: Current
practices and prospects: Sage Publications, New Delhi.
• Raj, F (2010) Breaking Through – A hand book for parents and teachers of children with
specific learning disabilities, Secunderabad: Vifa Pub
• Reddy G.L. and Rama R. (2000) Education of children with special needs: Discovery Pub.
New Delhi
• Reddy L. G., Ramaa R. and Kusuma A. (2000) Learning Disabilities: a practical Guide to
Practitioners, New Delhi: Discovery Publishers, ,
• Tomlinson, C, A. [1999].The Differentiated Classroom: Responding to the Needs of All
Learners. ASCD
• Venkateswanshu, D., (2005) Diagnosis and remediation of mathematical difficulties, New
Delhi: Neel Kamal publications