Special Education History And Social Science Standards
The purpose of this History-Social Science is that THE STUDENT should learn to take his/her place as a responsible member of a ever-widening community: family, school, town, city, state, country and world.
Working together includes sharing, taking turns, taking risks, taking care of self and others, taking care of things, respect, participation, listening, problem solving. This is done in large and small groups, through discussion, use of literature, games, rules and role-playing.
Time and Place includes relation to community and others, geographic awareness, knowledge of transportation and personal knowledge such as birthday, address, hobbies, pets. This can be accomplished be community based instruction, maps, stories, photos, songs, videos.
People Who Make a Difference can be direct contact such as parents, friends, siblings, relatives, care givers, teachers, tutors, school staff, or indirect contacts such as bus drivers, store workers, or community helpers. These relationships are enhanced by Community-Based instruction, Photos, in class awards, logs and journals, and THE STUDENT of the week activities.
This guide should enable teachers to present history in a manner that engages THE STUDENT's and allows them to truly participate in the events they study. Under each goal stem there are many sample objectives and suggested activities which can be individualized for THE STUDENT's IEP.
THE IDEA STATEMENTS
Participation Skills
Develop Personal Social Skills...
By (month/year), THE STUDENT will take turns during playtime 2 out of 5 times on 2 out of 5 days, as observed and recorded by staff.
By (month/year), THE STUDENT will take turns during playtime 3 out of 5 times on 3 out of 5 days, as observed and recorded by staff.
By (month/year), THE STUDENT will take turns during playtime 4 out of 5 times on 4 out of 5 days, as observed and recorded by staff.
By (month/year), THE STUDENT will share materials 2 out of 5 times on 2 out of 5 days, as observed and recorded by staff.
By (month/year), THE STUDENT will share materials 3 out of 5 times on 3 out of 5 days, as observed and recorded by staff.
By (month/year), THE STUDENT will share materials 4 out of 5 times on 4 out of 5 days, as observed and recorded by staff.
By (month/year), THE STUDENT will keep hands to self 2 out of 5 times on 2 out of 5 days, as observed and recorded by staff.
By (month/year), THE STUDENT will keep hands to self 3 out of 5 times on 3 out of 5 days, as observed and recorded by staff.
By (month/year), THE STUDENT will keep hands to self 4 out of 5 times on 4 out of 5 days, as observed and recorded by staff.
By (month/year), THE STUDENT will compliment a peer 2 out of 5 times on 2 out of 5 days, as observed and recorded by staff.
By (month/year), THE STUDENT will compliment a peer 3 out of 5 times on 3 out of 5 days, as observed and recorded by staff.
By (month/year), THE STUDENT will compliment a peer 4 out of 5 times on 4 out of 5 days, as observed and recorded by staff.
By (month/year), THE STUDENT will refrain from making hurtful/inappropriate comments about peers 2 out of 5 times on 2 out of 5 days, as observed and recorded by staff.
By (month/year), THE STUDENT will refrain from making hurtful/inappropriate comments about peers 3 out of 5 times on 3 out of 5 days, as observed and recorded by staff.
By (month/year), THE STUDENT will refrain from making hurtful/inappropriate comments about peers 4 out of 5 times on 4 out of 5 days, as observed and recorded by staff.
By (month/year), THE STUDENT will adjust level of vocalizations to meet the activity or situation 2 out of 5 times on 2 out of 5 days, as observed and recorded by staff.
By (month/year), THE STUDENT will adjust level of vocalizations to meet the activity or situation 3 out of 5 times on 3 out of 5 days, as observed and recorded by staff.
By (month/year), THE STUDENT will adjust level of vocalizations to meet the activity or situation 4 out of 5 times on 4 out of 5 days, as observed and recorded by staff.
By (month/year), THE STUDENT will reduce self - stimulating behavior (hand flapping, rocking, head banging, etc.) 2 out of 5 times on 2 out of 5 days, as observed and recorded by staff.
By (month/year), THE STUDENT will reduce self - stimulating behavior (hand flapping, rocking, head banging, etc.) 3 out of 5 times on 3 out of 5 days, as observed and recorded by staff.
By (month/year), THE STUDENT will reduce self - stimulating behavior (hand flapping, rocking, head banging, etc.) 4 out of 5 times on 4 out of 5 days, as observed and recorded by staff.
By (month/year), THE STUDENT will raise hand during instructional activity to gain attention of classroom staff 2 out of 5 times on 2 out of 5 days, as observed and recorded by staff.
By (month/year), THE STUDENT will raise hand during instructional activity to gain attention of classroom staff 3 out of 5 times on 3 out of 5 days, as observed and recorded by staff.
By (month/year), THE STUDENT will raise hand during instructional activity to gain attention of classroom staff 4 out of 5 times on 4 out of 5 days, as observed and recorded by staff.
By (month/year), THE STUDENT will express his/her emotional state by pointing to the appropriate symbol card 2 out of 5 times on 2 out of 5 days, as observed and recorded by staff.
By (month/year), THE STUDENT will express his/her emotional state by pointing to the appropriate symbol card 3 out of 5 times on 3 out of 5 days, as observed and recorded by staff.
By (month/year), THE STUDENT will express his/her emotional state by pointing to the appropriate symbol card 4 out of 5 times on 4 out of 5 days, as observed and recorded by staff.
By (month/year), THE STUDENT will comply with request to begin/change an activity