Curriculum Issues with Students with Emotional and Behavioral Disorders
description
Transcript of Curriculum Issues with Students with Emotional and Behavioral Disorders
![Page 1: Curriculum Issues with Students with Emotional and Behavioral Disorders](https://reader035.fdocuments.us/reader035/viewer/2022062218/56816071550346895dcf99c8/html5/thumbnails/1.jpg)
Curriculum Issues Curriculum Issues with Students with with Students with
Emotional and Emotional and Behavioral DisordersBehavioral Disorders
E. Paula Crowley, Illinois State UniversityBeverley H. Johns, MacMurray CollegePresented to Ohio CCBDSaturday, June 27, 2009
![Page 2: Curriculum Issues with Students with Emotional and Behavioral Disorders](https://reader035.fdocuments.us/reader035/viewer/2022062218/56816071550346895dcf99c8/html5/thumbnails/2.jpg)
Curriculum Issues with … Curriculum Issues with … Let’s take a few moments to
remember the children and adolescents we care about
http://www.youtube.com/watch?v=xZ_fOQgTado&feature=related
![Page 3: Curriculum Issues with Students with Emotional and Behavioral Disorders](https://reader035.fdocuments.us/reader035/viewer/2022062218/56816071550346895dcf99c8/html5/thumbnails/3.jpg)
Mappig This SessionMappig This SessionMapping This Session
Teacher’s Thinking
Individualize
d Goals and Objectiv
es
Meaningful and Relevant Curric
ulum
Maximizing the Potential of Instruction
Parent and Professional Partnerships
Teacher’ Role
Hope
Engaged Time
Self-management
Students’ thinkingSocial skills
![Page 4: Curriculum Issues with Students with Emotional and Behavioral Disorders](https://reader035.fdocuments.us/reader035/viewer/2022062218/56816071550346895dcf99c8/html5/thumbnails/4.jpg)
Mapping This Session Mapping This Session – in – in more detailmore detail
In this session we will discuss five data based essential aspects of effective curriculum development for students with emotional and behavioral disorders. We will address:
the role of the teacher as an essential change agent the importance of teachers’ thinking that focuses on
both long-term and short-term goals implementing meaningful and relevant curriculum considerations for maximizing the potential of
instruction as a unique component of the curriculum parent and professional partnerships as an
essential component for effective curriculum for students with EBD
Audience participation as well as references for future study will be provided.
![Page 5: Curriculum Issues with Students with Emotional and Behavioral Disorders](https://reader035.fdocuments.us/reader035/viewer/2022062218/56816071550346895dcf99c8/html5/thumbnails/5.jpg)
The role of the teacher as an The role of the teacher as an essential change agentessential change agent
Bullock, Ellis and WilsonFink and JanssenMcIntyre and BattleAmong many others in our field
who have provided us with evidence about the role of teachers when teaching students with EBD
http://www.youtube.com/watch?v=Do4E9lYWMEM
![Page 6: Curriculum Issues with Students with Emotional and Behavioral Disorders](https://reader035.fdocuments.us/reader035/viewer/2022062218/56816071550346895dcf99c8/html5/thumbnails/6.jpg)
Curriculum Development and Curriculum Development and Behavior ManagementBehavior Management
http://www.youtube.com/watch?v=e1Ak0oAOAuk&feature=related
Curriculum Development
BehaviorManagement
![Page 7: Curriculum Issues with Students with Emotional and Behavioral Disorders](https://reader035.fdocuments.us/reader035/viewer/2022062218/56816071550346895dcf99c8/html5/thumbnails/7.jpg)
Curriculum for students Curriculum for students with behavioral with behavioral
disordersdisorders◦Relevant◦Engaging◦Vibrant◦Effective◦Authentic◦Learning◦Success
“Teachers of students with emotional and behavioral disorders have an opportunity to transform human lives” (p. 6).
Johns, Crowley, & Guetzloe (2002). Effective Curriculum for students with emotional and behavioral disorders, Denver, CO: Love. p. 6.
![Page 8: Curriculum Issues with Students with Emotional and Behavioral Disorders](https://reader035.fdocuments.us/reader035/viewer/2022062218/56816071550346895dcf99c8/html5/thumbnails/8.jpg)
Long-term and short-term Long-term and short-term individualized goals and individualized goals and objectivesobjectives
The priority of an individualized
education - IDEA
![Page 9: Curriculum Issues with Students with Emotional and Behavioral Disorders](https://reader035.fdocuments.us/reader035/viewer/2022062218/56816071550346895dcf99c8/html5/thumbnails/9.jpg)
Strength-basedInterest-basedFunction-based curriculumAge appropriate curriculum
Meaningful and Relevant Curriculum
![Page 10: Curriculum Issues with Students with Emotional and Behavioral Disorders](https://reader035.fdocuments.us/reader035/viewer/2022062218/56816071550346895dcf99c8/html5/thumbnails/10.jpg)
The Central Role of Teaching The Central Role of Teaching Social SkillsSocial Skills
Based on assessment—skill deficit, performance deficit, fluency deficit
Why is it hard to teach social skillsThe Teachable Moment—Social autopsyRecognition of appropriate skillsTeacher as a Role ModelDirect instructionSpecial projectsConflict ResolutionSelf-Management
![Page 11: Curriculum Issues with Students with Emotional and Behavioral Disorders](https://reader035.fdocuments.us/reader035/viewer/2022062218/56816071550346895dcf99c8/html5/thumbnails/11.jpg)
The Language of HopeModeling
Using positive materialsSpecial topics within the curriculum
Mentoring by positive and responsible individualsIntegrated and meaningful projects—service learning
A Curriculum of Hope
![Page 12: Curriculum Issues with Students with Emotional and Behavioral Disorders](https://reader035.fdocuments.us/reader035/viewer/2022062218/56816071550346895dcf99c8/html5/thumbnails/12.jpg)
Engaged timeEngaged timeEngaged time—portion of
instructional time that students spend directly involved in learning activities.
Transition timeAccurate teacher
scheduleWatching for time wasters in the day
![Page 13: Curriculum Issues with Students with Emotional and Behavioral Disorders](https://reader035.fdocuments.us/reader035/viewer/2022062218/56816071550346895dcf99c8/html5/thumbnails/13.jpg)
Self-Management Self-Management Organizational skills—
based on preferencesStudent monitoring of following rulesGoal settingProblem solving
techniquesTime estimation Graphing progressWATCHProofreadingReflection
![Page 14: Curriculum Issues with Students with Emotional and Behavioral Disorders](https://reader035.fdocuments.us/reader035/viewer/2022062218/56816071550346895dcf99c8/html5/thumbnails/14.jpg)
More on self-More on self-managementmanagement
Self-talk—affirmation statements, attributionsSelf-advocacyConflict resolutionStress reductionJournaling
![Page 15: Curriculum Issues with Students with Emotional and Behavioral Disorders](https://reader035.fdocuments.us/reader035/viewer/2022062218/56816071550346895dcf99c8/html5/thumbnails/15.jpg)
Activities that are higher levelProblem based learningLiterature groupsCompactingContractsMedia literacyHigher level questioning
Higher-level thinking
![Page 16: Curriculum Issues with Students with Emotional and Behavioral Disorders](https://reader035.fdocuments.us/reader035/viewer/2022062218/56816071550346895dcf99c8/html5/thumbnails/16.jpg)
Working with Working with families … families …Crisis assistanceIdeas for getting
parents to schoolProviding information
and resources to parentsMaking families
welcome at schoolEffective parent
conferences— dos and don’ts
![Page 17: Curriculum Issues with Students with Emotional and Behavioral Disorders](https://reader035.fdocuments.us/reader035/viewer/2022062218/56816071550346895dcf99c8/html5/thumbnails/17.jpg)
Endnote
“Opportunity is missed by most people because it is dressed in overalls and looks like work.”
Thomas A. Edison