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RISK, Invisanion of Canada War of 1812:

Louisiana Purchase Webquest:

Andrew Jackson Brainpop:

Lewis and Clark Comic Book:

Louisiana purchase Comic Book:

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Curriculum Barriers

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The main adaptations that are being done to this unit are the notes and how the information is presented must adhere to students that deal with deficits in working memory. Teachers must present information in a range of formats  handouts, worksheets, overheads, videos to meet a diversity of learning styles. (intellectual disability, 2018)

Students with “intellectual disabilities have functional limitations primarily in the phonological loop of working memory.” (Baddeley, 1986).

The phonological loop refers to where verbal information is stored in a individuals working memory. (phonological loop, 2018)  Having a deficit in this area posses a problem in a class like social studies where a large portion of the class instruction is based on verbal instruction as well as note taking and verbal explanation in a general education setting. Along with the barrier of how information is presented, the other major barrier that students with intellectual disabilities face is the aspect of note taking. Note taking creates a barrier for students with moderate to severe intellectual disabilities, a recent study done by Joseph R. Boyle found that  Students with intellectual disabilities missed so many of the main points during verbal lectures, they are unable to keep up, pay attention or afterwards make sense out of the notes after they have finished. They struggle to write down and summarize the important points of the lesson. Many students will try to borrow notes from their peers in order to understand the information they were just given. (Journal of disabilities, 2018)

Textbooks for students with Intellectual disabilities are also a barrier that is faced in the traditional general education classroom. Students with intellectual disabilities struggle with basic reading skills such as trying to decode words and unfamiliar vocabulary, but the biggest area of limitations when it comes to reading is comprehension. (Verywellfamily, 2018)

These limitations along with minimal visuals in the textbooks or during the teachers presentations can leave students with intellectual disabilities feeling lost and unable to understand what the main idea, or important details are when review or reading over content for class.

To combat these barriers, the adaptations that I have created will help with presenting information in away that students with intellectual disabilities can access with more easy, such as visuals, adapted texts, and more interactive hands on activities. Through these adaptions students with intellectual disabilities would be able to recall from working memory with information such as dates, names and events, using more intreactive style of note taking and presentations that focus on using more visual and video examples to help explain concepts of ideas that would other wise be confusing in a traditional classroom setting. These adaptions would also focus a mainly on the comprehension aspect of the “why.” If the student is able to understand why and understand the story, they are able to access social studies.

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Traditional Materials and Barriers Identification Chart

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Lesson One: Louisiana Purchase

Lesson Two: War of 1812

Lesson Three: Era of Andrew Jackson

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Lesson 1:
1. Smartboard
2. Ipad/Laptop
3. Visual aid ( Large map of United States)
4.Graphic organizerTeachers notes
5.TED-ED videos.

Lesson 2:
1. Microphone Headset,
2. Ipad/Laptop,
3.Teachers Graphic Organizer notes
4. Smart board
5., Headphones
6.“Who, What, Where, Why” Ipad graphic organizer.

Lesson 3:
1.Smartboard
2. Ipad/Laptop
4.Graphic organizer teacher notes
5.Adapted summary text
6.multimedia presentation
7.Legos
8.Blocks
9.camera

Student Expression
Historical story sequence:
Student has a laminated strip, and 3 to 4 pictures that represent a historical figure, an event, and the date of the event. What the student must do, is put the pictures in order to show that they understand not only the sequence of events from the segment of notes that were discussed but who, where, and what happened in the story. The teacher can come around and look at what the student has put down, and the order in which the student has put the pictures. The teacher can then go over with the student, and even the class about the order of the historical story. Using positive language and responses such as “Johnny, you got Andrew Jackson and the battle of New Orleans together, that’s an awesome job! But what about the date? Anyone in the class, could you tell us the date of that battle?” This way the student is able to break down the information in a step-like format, the information is kept visual, and they are using decision-making skills on what should go where. This also relates to social skills by having the student engage with their classmates about what they choose, and if they need help with certain aspects of the story.  (Story Sequence, 2018)

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Functional skills Chart

Self-determination Chart

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Summary of unit
The Unit that I will be Adapting is Chapter 11, The Nation Grows. This unit covers the Louisiana Purchase,  the War of 1812, and  The age of Jackson. For a seventh grade social studies class, the topic is primarily westward expansion, this unit is based on the curriculum series and publisher “United States History, Harcourt Horizons Volume 2.” The overall goal of this unit is to have the students identify events in sequential order, in a historical context. (United States History, Harcourt Horizons Volume 2. 2003)

State Standards:

SS.H.1.6-8.LC: Classify series of historical events and developments as examples of change and/or continuity.

Overall outcomes of unit:
¹. Students will be able to identify a story sequence in a historical context.

². Students will be able to identify and summarize the main ideas of historical information in grade level texts/passages.
3. Students will be able to identify and summarize key details from a grade level text.

Summary of lessons:
Louisiana Purchase: This lesson explains the Louisiana Purchase and the westward expansion of the United States.

The war of 1812: This lesson examines the War of 1812, and describes the feelings of the Americans before, during, and after the war.

The age of Jackson: This lesson looks at and describes the changes that took place in the United States during the presidency of Andrew Jackson.
( Breen, G, McG, 2003)

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The students that I will be adapting this unit for will be students with moderate to severe intellectual disabilities. Four of this students studying this unit are verbal who struggle with executive function and adaptive behavior skills, while two others are nonverbal one uses an AAC communication device on there Ipad to communicate with teachers and their peers, while the other student uses a PECS board to communicate their wants and needs to those around them.  These have two main “characteristics shared in varying degrees by all individuals with intellectual disabilities are limitations in intellectual functioning and limitations in adaptive behavior.”(Intellectual Disabilities, 2018)

With these two major limitations students with intellectual disabilities with limitations in functional intelligence, struggle with memory, recall,generalization and may have low motivation, that can turn into learned helplessness. Student with intellectual disabilities may also struggle with self-determined behavior which may manifest in ways such as struggling to make choices, problem solving, and setting goals for themselves. (Intellectual Disabilities, 2018)

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Boyle, J. R. (2010). Note-Taking Skills of Middle School Students With and Without Learning Disabilities. Journal of Learning Disabilities, ⁴³(6), 530-540. doi:10.1177/0022219410371679

Story Sequence | Classroom Strategy. (2018, January 12). Retrieved April 12, 2018, from http://www.readingrockets.org/strategies/story_sequence

Intellectual Disability. (n.d.). Retrieved April 13, 2018, from https://www.adcet.edu.au/inclusive-teaching/specific-disabilities/intellectual-disability/

Functional deficits in phonological working memory in children with intellectual disabilities. (2011, May 13). Retrieved April 11, 2018, from https://www.sciencedirect.com/science/article/pii/S0891422211001417

Introduction of the phonological loop. (n.d.). Retrieved April 12, 2018, from http://gocognitive.net/interviews/introduction-phonological-loop

Best Practices for Classroom Prompting for Special Needs Students. (n.d.). Retrieved April 19, 2018, from https://www.rifton.com/adaptive-mobility-blog/blog-posts/2016/february/classroom-prompts-special-needs

ERICDIGESTS.ORG. (n.d.). Retrieved April 19, 2018, from https://www.ericdigests.org/2003-3/self.htm

Teaching Students Self Determination Skills. (n.d.). Retrieved from https://www.crporegon.org/cms/lib/OR01928264/Centricity/Domain/45/Documents/NSTTAC-Teaching-Self-Determination-Skills-to-Students-with-Disabilities.pdf

Illinois States Standards Social Science. (n.d.). Retrieved April 19, 2018, from https://www.isbe.net

Teaching Problem Solving. (n.d.). Retrieved April 19, 2018, from http://do2learn.com/disabilities/FASDtoolbox/learning_strategies/problem_solving/teaching_problem_solving/overview.htm

Priority | Best Practices in Self-Advocacy Skill Building. (n.d.). Retrieved April 19, 2018, from http://www.parentcenterhub.org/priority-selfadvocacy/

Berson, M. J., Field, S. L., Howard, T. C., & Larson, B. E. (2003). Harcourt horizons: United States History. Orlando: Harcourt.

Thirion-Marissiaux, A., & Nader-Grosbois, N. (2008). Theory of Mind “emotion”, developmental characteristics and social understanding in children and adolescents with intellectual disabilities. Research in Developmental Disabilities, ²⁹(5), 414-430. doi:10.1016/j.ridd.2007.07.001

Logsdon, A. (n.d.). Telltale Signs You Have a Reading Comprehension Learning Disability. Retrieved from https://www.verywellfamily.com/learning-disability-in-reading-comprehension-2162449