ESE 633 – Week 2 – Assignment – Developing Curriculum Design

Developing Curriculum Design

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Developing Curriculum Design

In the education sector, there are different students with different characteristics, personalities and abilities. Because of these varied characteristics and abilities among the students, designing teaching curriculum that meets the needs of all the students is important. Designing a curriculum that fit the needs of all the students will help in providing equal opportunities to all the students regardless of their varied characteristics e.g. ability, disability, age, gender, or cultural and linguistic background. Some of the techniques that can be used in designing curriculum that will meet the needs of all the students in a classroom include Universal Design for Learning and Differentiated Instruction. Universal Design for Learning is a technique that helps in reducing barriers in a classroom setting and also optimizing the levels of challenge and support in order to meet the needs of all the learners in a classroom. On the other hand, differentiated instruction involves structuring learning environment in order to meet the different learning styles, interest and the abilities of different students in a classroom setting. Incorporating together these two methods ensures that all the students get access to equal opportunities regardless of their varied characteristics.

Curriculum Design

In the special education sector, the needs of the students are varied. In order to help students with varied needs, planning a curriculum design that meets the needs of all the students is important.  In planning curriculum, special educator and the general educator plays a key role. The role of special educator is to identify students’ abilities, special needs and learning styles that can be used in teaching learners. In this, it is important for the special educator to identify the needs and abilities of all the students in order to plan for the best learning styles that will help in meeting the needs of all students. This therefore will help teachers think of the best tools that will help in promoting access to a wide range of learners with special needs.  Understanding needs and abilities of individual students will help in developing curriculum design that will meet the needs of individual students (Tomlinson & McTighe, 2006). The identification of the students’ needs and abilities form a starting point where teachers will identify the best learning style for different students.

On the other hand, the role of general educator is to analyze the potential barrier inherent to specific curriculum materials. In this, the general educator will help in identifying the potential barriers that may be encountered when using some tools in teaching students with special needs. Through the evaluation of the barriers, general educator will help in planning for a better curricular design that will help in reaching the needs of the different students.  The general educator does this by working collaboratively with special education teacher to assist in development of a support plan that meets the needs of all students in the classroom, assist in the development of the Para-educator’s schedule, and supervise the Para-educator’s completion of designated activities when in the general education classroom.

Instructional Delivery

In the instructional delivery, special educator and the general educator play a key role in ensuring that all the students in inclusive settings get the necessary instructions which will fit their needs. In this, the role of the special educator is to develop an individualized educational program for students with special needs. Through the evaluation of the students’ needs and abilities, Individualized Education Program can be provided to the students with special needs. According to Murawski & Spencer (2011), Individualized Education Program may be necessary when learning of students with special needs requires supplemental aids, resources and accommodations. If special education instruction outside the classroom is determined to be necessary on a regular basis due to the unique needs of an individual student with a disability, Individualized Education Program will help students to adequately meet their needs.

On the other hand, the role of the general educator in instructional delivery in inclusive settings is to develop and implement weekly lesson plans that facilitate the participation and learning of all students. In the inclusive setting, students with different needs learn together in the same classroom setting. For all the students to benefit in the same environment, a lesson plan must be developed ahead of the week’s teaching. Developing a good lesson plan will enable all the students regardless of their needs to learn and to participate in the classroom activities (Hall, Meyer & Rose, 2012). Lesson plan will help the instructor to prepare adequately before teaching e.g. selecting of the best teaching material to be used in giving instructions to the students. The materials to be selected for use in teaching the students should meet the needs of all the students in the classroom setting. Developing best teaching materials helps the instructor to deliver good services to all the students regardless of their needs.

Professional Responsibility

In developing Individualized Education Program for students with special needs, it is important for the special educator and general educator to work together collaboratively.  In this, working collaboratively will help in developing best individualized education program that will fit the needs of individual students. Special educator has a professional responsibility in the collaborative Individualized Education Plan team context and it include; determining  the special education and any related services that needs to be presented to the student. In this, the Individualized Education Program team will carry out an evaluation of the student’s performance in school. The results of evaluation will therefore help the special educator in determining the special services that the student requires. Some of the services that the special educator my recommend include; supplementary aids and services e.g. communication device, and changes to the program or the supports for the school personnel.

On the other hand, general educator has a professional responsibility to play in Individualized Education Program team context. The responsibility of general educator is to provide the team with performance data which shows the progress of the student. As part of the IEP team, general educator will be required to describe performance of the students e.g. class performance as well as behavioral performance.  General educator should describe the strengths and weaknesses of the students both in classroom and outside the classroom setting. The reason why general educator plays a key role in the collaborative Individualized Education Plan team context is that, the IEP has a section in which the general educator can describe any support they need to help a student to attain his or her goals and participate in the general curriculum. This therefore will help in providing an opportunity for the general education teacher to describe what kind of training or assistance would help in carrying out the IEP. Fiedler (2000) argued that, without the general educator’s participation, it would be harder for the Individualized Education Program team to take on its new responsibilities for looking at a student’s progress in the general education curriculum, standards, and assessments.

In conclusion, students have varied needs in their education.  Their needs vary in terms of their abilities and personalities.  In ensuring that all their needs are met, best curriculum designs must be develop. Developing the best curriculum design ensures that all the students get equal opportunities in learning regardless of their varied needs and characteristics. Some of the techniques that can be used in designing curriculum that meets the needs of all the students includes; Universal Design for Learning and Differentiated Instruction. Using the two techniques together ensures that all the students get equal opportunities regardless of their varied characteristics.

References

Fiedler, C. R. (2000). Making a difference: Advocacy competencies for special education professionals. Boston: Allyn and Bacon.

Hall, T. E., Meyer, A., & Rose, D. H. (2012). Universal design for learning in the classroom: Practical applications. New York: Guilford Press.

Murawski, W. W., & Spencer, S. (2011). Collaborate, communicate, & differentiate!: How to increase student learning in today’s diverse schools. Thousand Oaks, Calif: Corwin Press.

Tomlinson, C. A., & McTighe, J. (2006). Integrating differentiated instruction & understanding by design: Connecting content and kids. Alexandria, Va: Association for Supervision and Curriculum Development.