B.Ed. (Learning Disability) (LD) Curriculum Designing Adaptation and Evaluation Syllabus - Mumbai University

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.

Objectives

After completing the course the learners 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

Module 1: Curriculum Design

• 1.1 Curriculum design- Concept, definition and principles
• 1.2 Principles of Inclusive Curriculum
• 1.2 Types of curriculum – Core, collateral, support, hidden
• 1.3 Universal design of learning for curriculum development
• 1.4 NCF
• 1.5 Curriculum Design and Development: Subject centred, learner centred (CWLD), Learning centred

Module 2: Curriculum Hierarchies

• 2.1 Reading (English and any regional language)
• 2.2 Writing
• 2.3 Mathematics
• 2.4 Science
• 2.5 Social studies

Module 3: Instructional Planning

• 3.1 Models 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 4: Adaptation, Modification, Accommodation

• 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 5: Assessment & 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 Development of question paper (table of specifications)
• 5.5 Tools of evaluation- Rubrics grading, marking schemes

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.

Hands on experience for notional hours (any two). 30 hrs 10 marks

• 1.Submit a lesson adapted according to the needs of the identified student/ class 2.Plan and submit a differentiated lesson for a given class 3.Develop and submit a rubric as an evaluation tool 4.Prepare a blueprint for lesson evaluation. Submit it. 5.Make a poster for minstream teachers on universal design of learning

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, o 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. o 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