Creating a Homebound Curriculum

When Is Homebound Education Necessary

Homebound curriculum for special education allows students who are unable to attend school to go through a self-study program that will enable them to maintain the progress required to keep up with their peers who go to school. In such a program that is available in most states, the homebound teacher carries the curriculum from the school so that the student can continue with their studies which can be assessed by the classroom teacher so that progress is continuous.

Enrolling for such a program requires the student to be enrolled in a public school. The district or the state then assumes the responsibility of providing all the textbooks and other material, providing instruction and assignments, and enabling the student to be graded similar to other normal school attending children. The requirement for the student to remain homebound has to be certified by the physician attending the child or the hospital where he or she has been admitted for treatment. Students not enrolled in public schools have to arrange for the same facilities directly from the school they are enrolled in and the state then has no responsibilities.

Home Bound Curriculum for Special Education

Homebound education needs a proper informational packet to be sent to the student which will enable the student to continue with studies just as if they are attending school. This means that the curriculum to be followed is the same as for the particular grade the student is in with only changes being made in assignments or tests required to be modified in the case the student is handicapped to perform these in the normal way.

Even in such cases the teacher has to think of alternative assignments that can be completed by the student, with more time being given if necessary. Classroom teachers have to ensure that all lessons, textbooks, assignments and other material is sent to the homebound student, and exams and tests given just as to other students. The teacher providing the instruction to the home bound student has to ensure the minimum amount of instruction time as specified is given to the student and also help to coordinate with the class teacher to see that all assignments, exams and tests are carried out. Specialized subjects may need video or audio assistance and this also has to be arranged.

Homebound teachers have to also coordinate with the parents, the doctors and hospital authorities to ensure the minimum instruction time is available and make mutually agreed changes in schedules so that the student maintains the required progress. It has been found beneficial when adults from the child’s family are present while the instruction is being given. Finally, it is important to note that students going through homebound education programs are considered as being present in the school for purposes of any attendance requirements.

What are the Goals of Augmentative Communication?

Augmentative Alternative Communication and Its Use

The goals of augmentative alternative communication - also referred to as AAC - is to assist people who have a limited verbal expression, or are non-verbal due to some impairment or disability. For example, a deaf person, or an individual who is hearing impaired, may use sign language for communication and this is a form of alternative communication. Severe problems for communication are also noticed in persons suffering from cerebral palsy, autism, mental retardation and people who have not developed speech. Such communication can be either aided or unaided.

Unaided communication is by the use of facial expression, body postures, hand gestures and eye movements. Sign language is also such a form of unaided communication but requires special training not available to everyone. Most people also communicate their feelings with inflections in their words or the use of certain words or combination of words.

Aided communication uses boards, pictures, books or other devices to communicate with the person who has such difficulties. The use of blackboards, script cards, erase boards and markers along with computer screens can be used along with other voice amplification systems.

Goals of Alternative Augmentative Communication

AAC uses effective communication to allow the afflicted persons to fully exchange their thoughts, feelings, ideas and needs to other persons who interact with them. Persons who are non-verbal or have difficulty with speech can use AAC to communicate. Success in life is directly related to a person’s ability to communicate and has a direct impact on education, independence and careers. This then has to be the most important goal that has to be addressed by augmentative and alternative communication. Anything that compromises on this goal will in sum be a compromise on the tapping of the person’s potential to develop himself or herself into a valuable human being.

Most of us, who do not have any problem, depends on spontaneous verbalization to communicate. People with communication problems can use AAC to express their needs or wants with devices that communicate this by an unaided or aided form of communication. They can also use these methods to impart information about themselves or things that have happened to them, thus developing social closeness with the other person. AAC communication has also to include social etiquette so that the person with such communication problems is not seen as aloof or rude.

To achieve the goals of alternative augmentative communication in education, it is necessary that all activities be introduced in small steps which will allow the educator and the student to achieve definite progress that can motivate them to look to further the education. These activities also need to be introduced into daily activities and everyday situations so that the constant repetition itself will help the student to absorb the information. AAC whether aided or unaided needs to be constantly supervised and evaluated so that progress is constant.

A Guide to Conducive Education

Language is a gift that humans have, and it allows us to share our experiences, feelings, and thoughts with others. It has also been an effective method of teaching and communication.

CONDUCTIVE EDUCATION AND WHAT IT ENTAILS

Conductive education is a system of rehabilitation for children and adults with neurological disorders that do not allow them to perform functions necessary for daily life. This may be because of cerebral palsy, multiple sclerosis, Parkinson’s disease or may be a result of head injuries from accidents or even as a result of strokes suffered by the person. It is a system of learning that was conceived and developed by Professor Andras Peto, a Hungarian from Budapest. It was initially developed for children with cerebral palsy but has since been developed to include other diseases, physical conditions and for all ages.

Conductive education is a learning process and not to be considered a form of therapy or treatment. The system forms a bond between the educator and the learner and deals with problems of movement and those of learning. It is an education system that has to be practiced all throughout the day and for the lifetime of the learner. It teaches the learner, whether child or adult, how to achieve what they want and remaining motivated to do so.

The primary aim of conductive education is to set up an active lifestyle for persons who suffer from such neurological problems. It can help a disabled child to learn to walk and attend school. It can help an affected adult to get on with his life and go to work.

FACILITATING CONDUCTIVE EDUCATION

The process of conductive education requires five basic elements that can ensure success.

• You require a trained conductor or professional who will organize and deliver the program.
• A detailed day by day program that can include all the daily activities right from waking up and up to the point where it ends with going to sleep. Playing, interacting with peers and academics can be part of daily activities. For adults working, pursuing hobbies and other interests can be included.
• All these activities need to be broken down into tasks which are a part of the daily program. These tasks become a tool for teaching and could be different for each individual.
• Children could be taught to express an intention followed by the movement required. This association of words and action is necessary to enable the person or child to have the necessary control over speech and action.
• Groups are then formed with all the persons in the group being matched for age and abilities. The interaction between the members of the group is encouraged to help each other and also to wait for attention. They observe other members of the group solving certain problems and are also allowed to be responsible for their own words and actions.

With conductive education, neurologically handicapped special need students can be taught how to sit up without help, develop hand-eye coordination and maintain their balance and improve bowel and bladder control. This will help them to get the self-confidence to deal with crowded environments, learn self-expression so that they can communicate with others and reduce their need to depend on other people.

Understand Learning Styles For Effective Teaching

 

Communication requires effective strategies if any knowledge has to be imparted.

All students have their own learning style and will learn and understand better if the style they are being taught in corresponds to the learning preference that they have. Learning styles can be sensory, intuitive, visual, verbal, active, reflective, sequential or global. Each style requires its own approach for being effective. It is quite likely that in any classroom there may be students who are comfortable with different learning styles and it is the teacher’s responsibility to ensure that every child is given information in the style that the child finds most effective.

Visual learners take in large chunks of information at one time rather than in gradual steps. They concentrate on graphical and pictorial information rather than the written word. They are therefore at a disadvantage as verbal and written information is still the main preferred method to teach or deliver information. It is a fact that 65 percent of the population consists of visual learners and as such are at a disadvantage when they attend lectures.

Identifying a Visual Learner

Visual learners would have difficulty in understanding any directions that have more than one or two steps. They would quite likely look around to see what others are doing and are likely to be more attentive if they are closer to the teacher to pick up any visual clues. They are easily distracted and learn best when a demonstration or illustration is given. They cannot remember information given orally but will memorize the same if given the same thing in writing that they can see. Their attention span for long oral lectures is limited and they may learn better if they write down what they are hearing and process the same information by reading it at a later time. Any text with illustrations will get their attention better than just a paragraph of writing.

Improvement Learning Strategy for Visual Learners

Before any topic is taken up give the students an outline of what is going to be taught. Do not give oral directions that have more than two steps. Copies of notes are better distributed instead of students taking notes during the class.

Base assignments on the notes distributed and the lecture given to ensure that the notes are read. Ask the students to make up their own questions on the topic that will serve as a refresher or which will ask for additional information on the topic.

During the lecture handout or put up charts, pictures, or other visual aids to explain the topic. Ask students to make their own presentations on the topic and encourage the use of photos or models.

Visual learners learn best through computer-based learning especially if the CD-ROM has illustrations besides audio material.

Visual learners should be encouraged to copy over notes and note key facts. If they are so inclined encourage them to make their own illustrations which would highlight the points they have learned.

Visual learners require a little more time to answer questions because they can formulate the answer only after they have formed their own visual images of the subject even if it is of the words they have written down.

A visual learner remembers what he sees as presentations and also what they read and write more than what he or she hears.

The Spoken Word Has Its Limitations

Language is a gift that humans have, and it allows us to share our experiences, feelings, and thoughts with others. It has also been an effective method of teaching and communication.

Research has shown, however, that our understanding of others is limited to only 10 percent through the spoken word. When speaking to others or listening to others, the tone of voice accounts for almost 40 percent of the message that is actually conveyed or received. Which leaves almost 50 percent for things like visual communication, eye contact and more important, body language. These factors, tone, eye contact, and body language often act as communication tools, even when the actual words are not understood, because they are spoken in a language you are not familiar with. Basic information can become effective communication through just pointing, gestures and facial expressions.

Even when we listen to speakers on public platforms, people with the right diction, the relevant tone, and a proper posture are likely to be able to get their message across to an audience far more effectively. Ideas may be interesting or information may be critical, but the message will reach its desired audience fat more effectively if the body and voice of the speaker demand the right attention.

Confidence is another aspect that can act as an effective communicator. An effective communicator is one who shows through his or her body language, voice, and general demeanor, that they firmly believe what they are saying, and this does make an impression on the audience. To many people, such abilities come naturally, while to others it comes after practice and constantly learning from earlier experiences. Speakers to be effective must understand human nature, the art of non-verbal communication and it is only then that they will find language an effective tool for communication.