Maynard Jackson High School
Department of Special Education
Moderate Intellectually Disabled (MOID) Syllabi
Instructor: Lawan Robinson
Program Description
This program is designed for Moderate Intellectual Disability (MOID): A moderate intellectual disability is defined by the Georgia Department of Education (GA DOE) as intellectual functioning ranging from an upper IQ limit of approximately 55 to a lower IQ limit of approximately 40; and deficits in adaptive behavior that significantly limit a child’s effectiveness in meeting the standards of maturation, learning, personal independence or social responsibility, and especially school performance that is expected of the individual’s age-level and cultural group. Course Descriptions – All courses are designed to implement the goals and objectives of each student’s Individualized Educational Plans (IEP), while integrating the objectives of the Georgia Core Curriculum Standards. The pace and level of materials will be based upon the individual needs of the student. Community Based Instruction Community-Based Instruction (CBI) is an effective instructional method for teaching, in real-life settings and under the supervision of educators, the skills that students will need for functional daily living as productive adults. CBI has been documented as an evidence-based practice by the National Secondary Transition Technical Assistance Center.
In the short term, CBI helps students develop age-appropriate skills for functioning outside the school environment. Ultimately, CBI prepares students for successful transition to adulthood after graduation, helps students to live independently, and enhances their quality of life.
CBI programs are hands-on and are implemented during trips to community locations. "Locations such as ‘community’ or ‘campus’ are appropriate for services such as community-based instruction or orientation and mobility training.” A critical component of CBI is the involvement of parents and other members of the community such as businesses, teachers, and local establishments.
CBI is individualized to meet the particular needs of a student and to teach skills which relate to specific IEP goals and objectives:
•Domestic – self-care and grooming, wellness, nutrition, cooking, laundry, housekeeping
•Vocational – career exploration, employability skills, instructions, rules, schedules
•Community – transportation, libraries, shopping, post office, restaurants,
•Recreation and Leisure – crafts, games, parks, YMCA, bowling, golfing, movies, amusement parks
Vocational Vocational special-needs services and training are intended for students who need special support to assist them with their studies. These services create an environment in which special-needs students can receive individual or differentiated teaching or other support. Many vocational programs in community settings lack the training and/or service providers to meet the needs of all students. For students who need special education services to access and be successful in job training, it is critical that they receive vocational training before they complete high school. Several approaches are available for alleviating learning difficulties and developing learning skills.
Recreational/Leisure
The students will develop skills for recreational and leisure activities.
Independently choose an activity and attend for at least 15-20 minutes.
Positively engage in small group activity with peers.
Communication
The students will increase awareness of communicating with others.
Use an adaptive communication device during activities (assistive technology)
Recognize others.
Sit appropriately with others and taking turns communicating.
Start conversations with peers.
Georgia Core Curriculum Standards
English Language Arts
Mathematics
Science
Social Studies
Evaluation
The objectives set for each individual student will be evaluated by the following:
Teacher’s observations and tests
Data collections
Informal testing -Brigance Comprehensive Inventory of Basic Skills
Georgia Alterative Assessment (GAA, 11th graders only)
Department of Special Education
Moderate Intellectually Disabled (MOID) Syllabi
Instructor: Lawan Robinson
Program Description
This program is designed for Moderate Intellectual Disability (MOID): A moderate intellectual disability is defined by the Georgia Department of Education (GA DOE) as intellectual functioning ranging from an upper IQ limit of approximately 55 to a lower IQ limit of approximately 40; and deficits in adaptive behavior that significantly limit a child’s effectiveness in meeting the standards of maturation, learning, personal independence or social responsibility, and especially school performance that is expected of the individual’s age-level and cultural group. Course Descriptions – All courses are designed to implement the goals and objectives of each student’s Individualized Educational Plans (IEP), while integrating the objectives of the Georgia Core Curriculum Standards. The pace and level of materials will be based upon the individual needs of the student. Community Based Instruction Community-Based Instruction (CBI) is an effective instructional method for teaching, in real-life settings and under the supervision of educators, the skills that students will need for functional daily living as productive adults. CBI has been documented as an evidence-based practice by the National Secondary Transition Technical Assistance Center.
In the short term, CBI helps students develop age-appropriate skills for functioning outside the school environment. Ultimately, CBI prepares students for successful transition to adulthood after graduation, helps students to live independently, and enhances their quality of life.
CBI programs are hands-on and are implemented during trips to community locations. "Locations such as ‘community’ or ‘campus’ are appropriate for services such as community-based instruction or orientation and mobility training.” A critical component of CBI is the involvement of parents and other members of the community such as businesses, teachers, and local establishments.
CBI is individualized to meet the particular needs of a student and to teach skills which relate to specific IEP goals and objectives:
•Domestic – self-care and grooming, wellness, nutrition, cooking, laundry, housekeeping
•Vocational – career exploration, employability skills, instructions, rules, schedules
•Community – transportation, libraries, shopping, post office, restaurants,
•Recreation and Leisure – crafts, games, parks, YMCA, bowling, golfing, movies, amusement parks
Vocational Vocational special-needs services and training are intended for students who need special support to assist them with their studies. These services create an environment in which special-needs students can receive individual or differentiated teaching or other support. Many vocational programs in community settings lack the training and/or service providers to meet the needs of all students. For students who need special education services to access and be successful in job training, it is critical that they receive vocational training before they complete high school. Several approaches are available for alleviating learning difficulties and developing learning skills.
Recreational/Leisure
The students will develop skills for recreational and leisure activities.
Independently choose an activity and attend for at least 15-20 minutes.
Positively engage in small group activity with peers.
Communication
The students will increase awareness of communicating with others.
Use an adaptive communication device during activities (assistive technology)
Recognize others.
Sit appropriately with others and taking turns communicating.
Start conversations with peers.
Georgia Core Curriculum Standards
English Language Arts
Mathematics
Science
Social Studies
Evaluation
The objectives set for each individual student will be evaluated by the following:
Teacher’s observations and tests
Data collections
Informal testing -Brigance Comprehensive Inventory of Basic Skills
Georgia Alterative Assessment (GAA, 11th graders only)