{"id":2251,"date":"2018-08-24T11:38:32","date_gmt":"2018-08-24T15:38:32","guid":{"rendered":"http:\/\/iblog.dearbornschools.org\/adamsk\/?page_id=2251"},"modified":"2020-08-28T11:00:01","modified_gmt":"2020-08-28T15:00:01","slug":"scope-and-sequence-curriculum","status":"publish","type":"page","link":"https:\/\/iblog.dearbornschools.org\/adamsk\/scope-and-sequence-curriculum\/","title":{"rendered":"Scope and Sequence Curriculum"},"content":{"rendered":"

Understanding Early Childhood Special Education for your SXI Child<\/b><\/p>\n

Education for each student in our community is unique to meet their educational, emotional and physical needs and yet the structure and curriculum being taught aligns closely with that of their peers. \u00a0How our students move through the learning process looks different and I hope that this framework will provide prospective on the fundamental levels of learning of our students.<\/span><\/p>\n

Levels of Learning \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/b> Description of Level<\/b><\/p>\n\n\n\n\n\n\n\n\n\n
Encounter<\/span><\/td>\nStudent is present during an experience or activity without any obvious learning outcome. \u00a0For some students, their willingness to tolerate in a shared activity may, in itself be significant.<\/span><\/td>\n<\/tr>\n
Awareness<\/span><\/td>\nStudent appears to show awareness, noticing that something has happened and fleetingly focusing or attending to and object, event or person<\/span><\/td>\n<\/tr>\n
Attention and response<\/span><\/td>\nStudent attends and begins to respond, often not consistently, to what is happening. \u00a0Student demonstrates the beginning of an ability to distinguish between different people, objects, events and places. \u00a0<\/span>\u00a0\u00a0<\/span><\/td>\n<\/tr>\n
Engagement<\/span><\/td>\nStudent shows more consistent attention and can tell the difference between specific events in their surroundings.<\/span><\/td>\n<\/tr>\n
Participation<\/span><\/td>\nStudent engages in sharing, taking turns and the anticipation of familiar sequences of events.<\/span><\/td>\n<\/tr>\n
Involvement<\/span><\/td>\nStudent actively strives to reach out, join in or comment in some way on the activity itself or on the actions and responses of the the other students<\/span><\/td>\n<\/tr>\n
Gaining skills and understanding<\/span><\/td>\nStudent gains, strengthens or makes general use of their skills, and understanding knowledge, concepts or understanding that relates to their experience of the curriculum.<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Keeping the continuum in mind for the global development of our students, the following structure is used to ensure your child\u2019s education is held to the highest standard. \u00a0<\/span><\/p>\n

Academics<\/b><\/p>\n