philosophy of the course:
The syllabus has been designed for students exhibiting mild to moderate intellectual disability. The target student groups for the development of this SDC are the ones in the lower grades/Junior classes. An Individualized Education Program has been developed for each student based on the appropriateness and application on that particular student. All the parents, regular education teachers, school administration representatives, special education teachers, and any other individual deemed necessary were involved in the whole developmental process. All related services deemed necessary for each respective student have also been incorporated in the IEP.
The course emphasizes on teaching students all the necessary fundamental skills including language, mathematics, communication, and science. Just like other students, students in this category will be tough on basic living skills as well as health skills. Extracurricular activities will also be incorporated in the SDC program and will include sports, music, fine and performing arts among others.
Upon completion of this course each student will be expected to have knowledge and demonstrate skills in the following:
Reading, writing and communication skill
Ability to apply mathematical skill
Ability to use social skills such as, peaceful interaction, problem solving among others
Life and health skills
General Physical Education
Each student is expected to attend all classes and show active participation in all class activities. In case a teacher assigns group works then all students should participate and also all individual homework should be done and delivered without delays. Make up classes will not be encouraged unless on very special cases, otherwise students missing classes will be severely punished and forced to catch up by their own.
All students are expected to bring textbooks, writing materials, blue book, cloths and any other necessary material in class every day.
The rules indicate and require that all students should be well behaved adhering to every instruction and guiding principles as outlaid by the school.
Time: Monday to Friday
Class time: 8: 00- 10: 30 AM
Break time: 10: 30-11: 00 AM
Class time: 11: 00-12: 45 PM
Lunch time: 12: 45-1: 30 PM
Class time: 1: 30-3: 30 PM
Week 1: Introducing students to all subjects under study
Monday: Helping students acquire reading skills
Tuesday: Introduction to basic mathematics skills
Wednesday: Basic Sociology
Thursday: Introduction to life and health skills
Friday: Basic sporting skills
Week 2: improving skills learnt during week 1
Monday: Helping students acquire reading skills
Tuesday: Teaching mathematics concepts
Wednesday: Basics on History and human evolution
Thursday: Teaching on physical aspects
Friday: introduction to music
Week 3: Advancing on lessons learnt during week 2
Monday: Teaching on Spelling
Tuesday: operational skills
Wednesday: introduction to the basics of economics
Thursday: experimental enquiries
Friday: introduction to drama
Week 4: Advancing on lessons learnt during week 3
Monday: Speaking skills
Tuesday: Problem solving
Wednesday: Basics on anthropology
Thursday: Ecological systems
Friday: Introduction to fine arts
Week 5: Expansion of lessons learnt during week 4
Monday: Teaching on speaking skills
Tuesday: First mathematics test
Wednesday: Test on previously covered Areas
Thursday: Instructions on practices, as well as principles of community, family and personal health
Friday: Introduction to visual arts
|Based on the school rules and regulations, all students are expected to attend to all classes without fail, and they should follow the necessary procedures in case of a special case.
|Take away home assignments are given on a regular basis to test on the students’ comprehension.
Such assignments are expected to be completed on time failure to which may lead into punishments.
|All students are expected to be well behaved and to adhere to the school rules and regulations. They should participate in all class as well as co-curricular activities.
D- Below Average
|Special care to be given to students with mild disabilities.
Close observation and monitoring among students exhibiting moderate disabilities in order to better learning outcomes
In case some students shows some students exhibit challenges in concentration and understanding, it is the role of the teacher to adjust on the environment and address any factor that could be leading to above mentioned challenges. Teachers should also ensure that all children are active and participate in all taught activities. Under-performing students should not be demoralized or segregated from the rest. Finally, teachers should recognize efforts of every student and as such put in place motivational programs so as to encourage more and more participation from all students (Cooley, 2007).
Cooley, M. L. (2007). Teaching kids with mental health & learning disorders in the regular classroom: How to recognize, understand, and help challenged (and challenging) students succeed. Minneapolis: Free Spirit Pub.