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DOCUME N T RESUME ED 231 118 EC 151 993 AUTHOR Eaves, Ronald C.; McLaughlin, Phillip J. TITLE Middle School Curriculum for Visually Impaired Students. INSTITUTION Georgia Academy for the Blind, Macon. SPONS AGENCY Georgia Univ., Athens. Div. for Exceptional Children. PUB DATE 81 NOTE 661p.; Best Available copy. PUB TYPE Guides - Classroom Use Guides (For Teachers) (052) EDRS PRICE MF03/PC27 Plus Postage. DESCRIPTORS *Blindness; Curriculum Guides; *Educational Diagnosis; *Educational Objectives; Elementary Secondary Education; Health; *Instructional Development; Instructional Materials; Language Arts; Lesson Plans; Mathematics; *Partial Vision;Sciences; Social Studies; Task Analysis; Teaching Methods ABSTRACT The curriculum on academic programing is intended to be a resource, subject to updating as necessary; foreducation of blind and partially sighted middle school students at theGeorgia Academy for the Blind. Information about core skillsin teaching is presented in the first four chapters with thefollowing titles: "Introduction to Academic Programming," "Task Aanlysis and the Development of Taxonomies of Goals and Objectives,""Assessment in Academic Programs," and "Selection and Use of Instructional Strategies and Materials." Next, the six basic curriculumdomains are covered with chapters on arithmetic, language arts, reading,health, science, and social studies. Each of the six curriculum chapters includes a record sheet and sections on:(1) broad skills, enabling skills, and specific skills; (2) taxonomy of goals andobjectives; and (3) instructional strategies (such as use ofdictionary lesson plans for language arts, or a water pollution lesson planfor science). Worksheets, sample tests, and questions for units are also included for each curriculum domain. (MC) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * *********************************************************************** p U.S. DEPAMMENT OF EDUCATION NATIONAL INSTITUTE OP EDUCATION EDUCA toNiAL RESLQIIC 0.11:uHMA dur4 CEN ER, IEHIc flU tuen sepoia,..ed tNOO,tht.t 0 U.J'aidzataLJIa 1,1Ljotr.jtoOL, MUJ06JGV,rt tuel teViLl iI.,JCAuf . PC.AUCS ;,.it-,W U 4UUU Slattafaituido,2.- R.:44 w.uesevddOft*:iaI ;a0SAa'ad 'Tx. la, '"At- ir fliaL14411.. 4er-7- ; NIIIII1611,11L0.101110011m4.4.. -00**0 Aov-4,,.... e **.**********. TowitraiArra, A .11*. 4118 ^A... ^-1 f0/.41Yr MA& SchodCuiwric. a M ....11MON10.0111.4 "'PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUcATIONAL RESOURCES - . 1NFoR4ATI0NCENTER tERIDi ..1110........"011.10. MIDDLE smodi, ciIRRICUTAJN Tort visuALLY:ImPtagu STUDENT& Written byt, Ronald C.'Eaves Auburn University Phillip J. McLaughlin The University of Georgia 4, With contributions by: a Sandra Barwick, Mary Drakes, Orrie,Duhart, Geraldine Pye, and Mabel Roberts Georgia Academy for the Blind Georgia Academy for the Blind 2895 Vineville Avenue Macon, Georgia 31204 Richard E. Hyer,.Jr., Directot. Barbara Sievendon, Education Supervisor a a 1981 Ike preparation of this currieulum was partially funded by'a UnitedStates Off.ice,of Education Title IGrant (P.L. 59-313,, as amended) and the Inservice/TechilicallosistanceProgram in the Division for the Education df ExceptionarChildren:at the'University of Georgia. , TApLE OF CONTENTS PREFACE. ACKNOWLEDGEMENTS CHAPTER ONE: INTRODUCTION TO ACADEMIC-PROGRAMMING. ..... 1 Purpose and Rationale 3 Domains and Taxonomies 5 'Identification of Relevant Attributes (Assessment) . : Selection and Use of Instructional Strategies and Materials . 1: Implementation of Evaluation . % . 14 Behavior Management and Other Task Areas . 15 Conclusion . 16 References .. '. ... % 18 iCHAFTERTWO: TASKANALYSIS AND THE DEVELOPMENT OF TAXONOMIES OF pons AND -IOBJECTIVES . 19 . Task Analysis in Systems Development 22 Models of Task Analysis . Task Analysis: Suggested Steps, and Evaluation Guidelines, 35 References 39 CHAPTER THREE: ASSESSMENT, IN ACADEMICPROGRAMS A Systems Approach for the Assessment of the Child and His Environment .. 43 A Rationale for Decision-Making 43 Importance'of the Variable ... ... ... ... 44 AccUracy of the Estimate . ..... ., .. - . .., 45 Variables of Importance in Assessment Process 46 Relevant Attributes . .... - . .... 0 .11, 46 Available Resources . :7). : 48 Assessment Methods . 48 From Mush Through Melon to Rock . 52 Screehing (Mush) . .. 54 Clinic Assessment (Melon) . Follow-Up Assessment (RoCk) . Summary : . .... , Assessment of Visually Impaired Youngsters . References CI.APTER FOUR: SELECTION AND USE OF INSTRUCTIONAL STRATEGIES ANDMATE:RI:L!).. 5166! General Conditions Which Influence Acquisition, Retention, and Transfer . Acquisition 65 Retention 71 Transfer'. 76 44, CHApTER FOUR (CONTINUED) Motivational Conditions Which Influence Performance 78 Terms 78 Definition of Motivation 79 Need for Motivation When Learning 79 The Distinction Between Learning and Performance 80 A Comment About Learning Ability, Motivation to Perform, and Treatment Approaches OOOOO - 82 Increasing the Strength of Existing Behavior 84 Maintaining the Strength of Existing Behavior . 108 Reducing the Strength of Existing 1?ehavior 111 References . 120 CHAPTER FIVE: THE ARITHMETIC DOMAIN OOOO : OO OOO . 121 .Broad Skills, Enab1in4 Skills, Specific Skills, and Record Sheet .. 122 Toonomy of Goals and Objectives 125 . Instructional Strategies .. 174 Division Lesson Plan . o. OOO 0 OOOOOO 175 Multiplication Lesson Plan .. 186 Perimeter of Parallelogram Lesson Plan Two-Step Word Problems Lesson Plan , Percents to Fractions Lesson Plan . iii CHAPTER SIX: THE LANGUAGE ARTS DOMAIN . .. 214 Broad Skills, Enabling Skills, Specific Skills, and Record Sheet... 215 Taxonomy of Goals and Objectives .. 223 Instructional Strategies . 231 Use of Dictionary Lesson Plan 245 Sections of a Newspaper Lesson Plan . 253 Parts of Speech Lesson Plan 260 Exclamation Point Lesson Plan . 268 Locational Skilli; Lesson Plan 272 Braille Short-form Words Lesson Plan . OOOOO 282 Prefixes Lesson Plan 292 Suffixes Lesson Plan 299 CHAPTER SEVEN; THE READING DOMAIN 307 Broad Skills, Enabling Skills, Specific Skills, and Record Sheet 308 Taxonomy of Goals and Objectives . 315 Instructional Strategies . '. 346 Word Ending Lesson Plan 37 Skimming for Details Ledson Plan 359 Antonyms, Synonyms, and Homonyms Lesson Plan 364 Distinguishing Fact from Opinion Lesson Plan . 370 Main Ideas and Significant Details Lesson Plan 380 Identifying Summaries Lesson Plan 393 400 CHAPTER EIGHT:THE HEALTH DOMAIN . 0 OOOOOOO OOO Broad Skills, Enabling Skills Specific Skills, and Record. Sheet 401 Taxonomy of Goals and Objectives . OO OOOOO 448 492 Instructional Strategies O . _. OOOOO Four Basic Food Groups Lesson Plan. OOOOOOOOOOOO 493 Resistance to Disease Lesson i'lan . OOOOOOO . OO 501 The Digestive System Lesson Plan 512 Functions of,the Pituitary Gland Lesson Plan 517 Nutrients Lesson Plan 521- CHAPTER NINE: THE SCIENCE DOMAIN 526 Broad Skills, Enabling Skills, Specific Skills,aria Record Sheet 527 Taxonomy of Goals and Objectives\ O O . OO .. OOOO 541 O . 556 Instructional Strategies . 0 OO . OO . Water Pollution Lesson Plan . .., . ., 557 Solar. System Lesson Plan 562 CHAPTER TEN: THE SOCIAL STUDIES DOMAIN . .......... 578 Broad Skills, Enabling Skills, Specific Skills, and RecordSheet . 579 Taxonomy of Goals and Objectives 605 Preface This volume on academic programming for visually impairedstudents is intended to serve as a useful resource to educators, whether or not they have experience working with the blind andpartially sighted. First, it presents information about the core'skills knteaching: (a) task analysis and the development of taxonomies of goals and objectives; (b) assessment; (c) selection and use of instructional strategies and materials. Second, it presents information about Six basic curricuium-domainsf (a). arithmetic; '(b) language arts; (c) reading; (d) health; (e) science; (f) socialseudies. For the experienced and inexperienced teacher alike, these chaptersshould - serve as a reference which defines the specific,enabling, and broad skills youngsters are expected to master at the GeorgiaAcademy for the Blind. Ofocourse, it is the teacher's primary responsibilitf to ensure that youngsters have, indeed, mastered the Skills during their tenure atthe % ACademy. The volume is not intended as a permanent curriculum guide. Rather, it should be revised and updated as new, effective.approaches areadded to the literature. In addition, skilla in the various tagonomiesshould be modified should it be determined that they would best belocated in a different sequence or changed in other ways. In short, thefollowing pages are a beginning, not an end point. Acknowledgements Seven individuals at the Georgia Academy for the Blind were instrurrental in making this text possible.First, Dr. Richard E. Hyer, Jr., Director of the Acachmy, recognized the need for such a Volume.Through his efforts, funds we e obtained which supported the technical aSsistance necessaryfOr the devel pment of tile text. Secon thanks go to Mrs. Barbara Stevenson, Coordinator of Acaderni.c Programs at the Academy.Mrs. Stevenson served as liaison between the authors and the Acadeny teachers.In addition, she was editor for many of theinstrue- , tional strategies prepared for the text.Her efforts greatly improved the final version of the.text, although her name does not appear on any domain presented. Finally, thanks go to the five teachers who helped developtaxonomies of
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