Trainable Mentally Handicapped/Neurologically Impaired ...

1

Trainable Mentally Handicapped/Neurologically Impaired Class
2010-2011 Syllabus

Teacher: Melanie Garrett
ABT Paraprofessional: Joy Varda
ABT Paraprofessional: Gary Hinton

Room 140

I. Description of Students

The students in my class have a primary disability of Autism and/or Mentally Disabled –
Moderate/Trainable and generally are mentally functioning on the pre-kindergarten /
kindergarten / first-grade academic levels. All students enjoy levels of independence in the
areas of bath rooming, academic related work, eating and socializing.

Each student has an Individualized Education Plan (IEP) that was created for him/her by
their teacher last year, parents, related services as needed, a regular education teacher and
an administrative representative. The related services of speech therapy, occupational
therapy and physical therapy are provided to those students in accordance with their specific
needs as outlined in their IEP.

Students are mainstreamed for related arts to the extent indicated on their IEP: Music,
Library, Science Lab, Art and P.E. My class also receives additional related arts services in
the areas of Art and P.E. from teachers from the Washington Center.

II. Instructional Materials and Resources

Research says:
• Reading aloud to children is the single most important activity for building concepts and

skills essential for reading success.
• Growth in vocabulary and oral language use is related to reading success.
• Phonological awareness is related to reading success and begins to develop through

traditional rhymes and word games.
• Children acquire knowledge of letters and sounds through writing as well as through

reading.
• A print-rich environment is critical for helping children incorporate literacy into play and

use literacy tools functionally.

Our main school field trip this year will be participating in the Special Olympic Spring Games at
Furman. We look forward to the opening ceremonies, games and Olympic Town.

The following is a list of some of the materials and resources I use throughout the year to meet
the goals and objectives of my students:

Classroom Smart Board
Computer/Software/Internet
Touch Window for the Computer
Adaptive Computer Keyboard
Intelli-Keys and Related Software

2

Boardmaker Computer Program
Speaking Dynamically Pro Program
Discrete Trial Trainer Software Program
CD and cassette music player
VCR/TV
BIG MAC and Cheap Talk
Classroom Set of Children’s Books
School Library Books
Big Books
Teacher-made units
Glue, Scissors, Crayons, Pencils, Markers, Construction Paper, Paint
Variety of Craft Items
Blocks
Variety of Manipulatives
Variety of Puzzles
Playground Equipment
Refrigerator
Handwriting Without Tears
Math Out of the Box
Every Day Counts – Calendar Math

III. Assessment Procedures

Evaluation data and formal/informal assessments are used to develop annual IEP’s with
appropriate goals and objectives for each student. An individual criterion for mastery of
each goal and objective is included in the IEP as well as methods by which mastery will
be assessed.

Every 4.5 weeks parents will receive a progress report/report card. Portfolios of the
student’s work will be compiled throughout the year. The students will not be receiving
numerical grades on their report cards this year. We utilize a program named EXCENT
in which all the staff involved in the child’s education can document progress. This can in
turn be printed out each 4.5 weeks for parents.

IV. Teacher and Parent Communication

Every Monday I will send home a “Communication Sheet” with your child. Included on
this sheet is information about your child’s behavior, therapy received, related arts
classes attended, and written notes from the teaching staff. You are asked to sign,
date, and return this form each day. There is a space for parents to write notes as
well. The completed form will be collected on Monday mornings and placed in a file for
your child. This provides a strong communication link between home and school that is
essential to your child’s progress. In addition to this sheet, I will write more detailed
notes or call parents whenever necessary.

Due to the nature of instruction in our classroom, homework is not customarily sent
home. However, the occupational therapist, speech therapist, and/or physical therapist
may send home assignments for you to complete with your child.

3

V. Units of Instruction

Each one of my students has an IEP that is unique to his/her special needs. Therefore,
the goals and objectives for the school year closely follow the guidelines set forth in the
IEP. Units of instruction will be developed to promote mastery and integrate these goals
across the subjects of Reading Readiness/Language Arts, Writing Readiness, Math
Readiness, Science, Social Studies and Adaptive Behavior.

Below is a list of the objectives my students as a whole will be working on this year.
Each student is not expected to work on all of these. For objectives specific to your
child’s individual needs, please refer to your parent copy of their IEP.

Students will improve Reading Readiness / Language Arts Skills:

o Will group objects, people, or events using classroom materials
o Will give an adult the correct object/picture when it is named
o Will increase word recognition skills by matching words to words and

words to pictures
o Will increase student’s identification of the 26 uppercase letters of the alphabet
o Will participate in the Edmark Reading Program

Students will improve Math Readiness Skills:

o Will improve understanding of one-to-one correspondence of numerals (matching
numerals 1-10 with the corresponding number of dots, objects, pictures, etc.

o Will improve understanding of days of the week
o Will improve understanding of months of the year
o Will improve understanding of math concepts included in reading a calendar

Students will improve Science/Health Skills:

o Will identify weather changes that occur from day to day
o Will identify proper clothing to wear for the daily weather
o Will identify basic body parts
o Will sort organisms by physical characteristics (same or different through identifying

members of a group)
o Will match organisms with their environment (i.e. fish with a lake, bird with a forest,

and alligator with a swamp, etc.) and identify structures that allow the organism to
survive in that environment

Students will improve Social Studies Skills:

o Will identify people in authority in the family, the classroom, the school, and the
community

o Will demonstrate understanding of rules, their purposes, and the consequences of
breaking rules

o Will identify photos of adults who interact with the child at school on a regular basis

4

Students will improve Writing Skills/Fine Motor Skills:

o Will, using pencil and paper, increase the number of uppercase letters of the
alphabet written with regard to letter formation and line usage

o Will manipulate large buttons and snaps both on student’s clothing and sample
o When given pre-handwriting assignments, the student will trace/imitate horizontal

lines (Sleepy Line Across)
o When given pre-handwriting assignments, the student will trace/imitate vertical lines

(Tall Line Down)
o When given pre-handwriting assignments, the student will trace/imitate diagonal

lines (Leaning Line Up and Leaning Line Down)
o When given pre-handwriting assignments, the student will trace/imitate uppercase

straight-line letters of the alphabet (F, H, I, L, and T).
o Will match and/or sequence the letters of his/her first/last name
o When given pre-handwriting assignments, the student will trace/imitate his first and

last name in all uppercase letters
o Utilize scissors to perform simple cutting tasks as outlined on IEP

Students will improve Adaptive Behavior Skills:

o Will demonstrate improved communication skills by following 1 step directions
o Will engage in parallel/cooperative interaction with classmates and peers during

related arts classes
o Will decrease negative behaviors displayed in the school setting
o Will participate in activities related to following classroom routines, including

following a visual schedule, making preferred choices for center activities, and
completing work tasks at his/her desk independently

VI. Behavior Management – Within the Classroom

Classroom rules include some of the following:
Take turns
Help others
Eat Politely
Listen
Say “please” and “thank you” using your voice, talk board, picture book,
communication device, etc.
Raise your hand
Share
Cover your mouth when you sneeze or cough
Put things away
Keep your hands to yourself

I require respect from my students for my paraprofessionals, other school staff, and
myself. When a student is given an instruction, he or she is to comply with that directive
in an acceptable manner. We will be modeling respect in front of the children. They
cannot be expected to show respect if respectfulness is not taught and demonstrated.

5

Monitoring of Behavior in the Classroom:

I have placed “FOUR FACES” in the front of the classroom.

☺Top – Green (Smiley) Face

Next – Yellow (Warning) Face

Next – Red (Sad – Stop) Face
Bottom – Black (Crying – Very Sad) Face

Each student has a clothespin with his/her name printed on it. At the beginning of each
day the student’s clothespin starts off on the green smiley face. We want each day to
be a “new day” with a clean record for behavior. During each activity period students
are expected to have compliant behavior, do their work, and follow classroom rules. The
clothespin is moved when a student misbehaves.
Students whose clothespin stays on “GREEN” may get a “TREASURE” from the
“Treasure Box.” This is done twice a day: after lunch (around 11:15 AM) and
before we go home (around 2:15). This allows students to redeem themselves if
they have had a bad morning/afternoon. They understand that the Yellow (Warning)
Face means no treasure and you had better start behaving. The Red (Sad- Stop) Face
means no treasure and a phone call to a parent. The Black (Crying-Very Sad) Face
means no treasure, a note home, and if serious enough, a call for the administration to
come to the classroom!

VII. Behavior Management – School-Wide

We have adopted a school-wide behavior program called Positive Behavioral
Interventions and Supports (PBIS). The entire staff is challenged to find five positives
for every one negative behavior being exhibited. Each morning the following is shared
during the morning announcements over the school system:

The school-wide High Five for Excellence statements are:
• Respect yourself and others
• Work towards your goals and always do your best
• Make responsible choices
• Build positive relationships
• Take pride in East North Street Academy

VIII. Contact Information
You may contact me via email at [email protected] or by phone at 355-
2900. Note that all phone calls go directly to voice mail. If it is an emergency, please
press extension “0” to get the operator and she will ring the classroom. I will call you
back at my earliest convenience. If you call before 3:00, I should be able to return your
call the same day.

☺EXCELLENCE IS EXPECTED and our class is on the road to EXCELLENCE!

6

A Favorite Poem I Wish to Share with You…

Children Learn What They Live

By Dorothy Law Nolte

If a child lives with criticism,
He learns to condemn.

If a child lives with hostility,
He learns to fight.

If a child lives with fear,
He learns to be apprehensive.

If a child lives with pity,
He learns to feel sorry for himself.

If a child lives with ridicule,
He learns to be shy.

If a child lives with shame,
He learns to feel guilty.

If a child lives with encouragement,
He learns to be confident.

If a child lives with praise,
He learns to be patient.

If a child lives with praise,
He learns to be appreciative.

If a child lives with acceptance,
He learns to love.

If a child lives with approval,
He learns to like himself.

If a child lives with recognition,
He learns that it is good to have a goal.

If a child lives with sharing,
He learns generosity.

If a child lives with honesty and fairness,
He learns what truth and justice are.

If a child lives with security,
He learns to have faith in himself and in those about him.

If a child lives with friendliness,
He learns that world is a nice place in which to live.

If you live with serenity,
Your child will live with peace of mind.

With what is your child living?