The Academic Curriculum at Midland

Midland’s approach to academics is the key to our student’s success. Shaped by the our school’s philosophy, and contributing every day to the fulfillment of our mission, Midland’s academic programs are developed for the individual student. While each student’s Individualized Education Program (IEP) is the foundation of his or her academic program, its the use of integrated and multi-sensory teaching methods that make the curriculum work so well. Instruction is implemented in one-to-one and small group settings. Classrooms and programs are dynamic—changing as necessary to meet each student’s needs and consider their learning styles and developmental levels. Teachers and supervisory personnel, in consultation with the local district child study team and parents, select the best techniques to use with each student.

Each trimester, there are new social studies and science thematic units that pupils study school wide. Many reading, language arts, and math lessons are planned to coordinate with these themes. In addition reading, language arts, and math skills are woven through every other curricular area, including independent living, music, art, shop, physical education, science, social studies, speech, and program center (library and computers). This interrelationship of curricular areas provides multiple opportunities to practice skills in a familiar context. And from the age of 5 years, we begin to introduce career awareness through class lessons, field trips and guest speakers. Transition and independent living themes are strategically and appropriately embedded in the curriculum at all levels, well-before students reach formal transition age at 14 years of age.

Midland’s multi-sensory approach includes opportunities to use auditory, visual, tactile and kinesthetic modes of processing for skill acquisition. Hands-on activities, teacher-made materials, traditional texts, games, books and computer software are all available for instruction. In the program center, additional computer software is available to supplement and reinforce academic skills. Whether in the classroom or program center, computer software is selected which is not overly stimulating, complex or distracting. Many of the programs and materials emphasize skills that are pragmatic and functional.

Reading

Program Components

Midland’s reading curriculum has three areas of emphasis: acquisition of a sight-word vocabulary, knowledge and application of phonics skills, and reading comprehension.

Instructional Methods and Materials

In many respects, the progression of instruction is consistent with that found in traditional pre-k, kindergarten, elementary and middle school classes, i.e. moving from letter recognition to letter sound association to word families. Comprehension skills are developed by having a limited number of objectives taught at any given time. There are both phonics and sight-word-based programs available for use. Some are designed for children with learning disabilities, providing predictable, repetitive lessons to allow for successful acquisition of skills. Reading instruction also includes numerous, creative and enjoyable supplemental activities and frequent review. Vocabulary words in a given passage are pre-taught.

Students learn functional vocabulary words in and around the school building environment. More mature students practice these functional words by means of activities that use words in context. Students may read aloud or independently, participate in shared reading with the teacher and/or other students, and utilize books on tape, games, newspaper circulars, magazines or their own journals. Students may also read novels or adapted novels.

Supplementary and Transitional Activities

Students with enhanced capability in reading have the opportunity to participate in literary discussion groups. Here students read aloud (guided by the teacher) and discuss one book at a time. As students enter late teens and young adulthood, the reading curriculum emphasizes more adult, mature themes, short paragraphs and comprehension and further development of vocabulary. Occasionally, for students requiring greater academic challenge, districts may send textbooks from mainstream classes. In the final transition classes, reading relates to work settings and community, e.g., employment applications, resumes, travel directions, and job-specific terminology.

Language Arts

Program Components

The language arts curriculum includes spelling, grammar, punctuation and written expression. Midland’s curriculum first and foremost emphasizes development of receptive and expressive language.

Instructional Methods and Materials

Receptive/Expressive Language

For those pupils with limited verbal ability, language arts instruction means enhancement expressive skills so that students can communicate their wants and needs. Concurrently, language arts instruction emphasizes development of receptive skills, such as, following directions (from single step to multi-step), quantitative and positional concepts. Teachers may employ demonstrations, modeling, cueing (verbal, visual and manual), peer interaction, role plays and frequent reinforcement in highly structured situations. Hands-on activities that utilize story books, magazines, pictures, music and games are preferred. An example of “hands on” instruction is having students cut out words and/or pictures showing “actions” and arranging them into phrases or sentences.

Spelling Punctuation and Grammar

Students with strengths in reading and writing are challenged with more traditional programs. For example, classrooms may use spelling books at various grade levels. Traditional grammar books provide lessons in capitalization, punctuation, and other tasks arranged by grade level. Spelling is also taught by using vocabulary relevant to a particular topic or words from reading selections. Many teachers use words related to the environment, functional vocabulary relating to the world of work and careers, recreational and life skills (phrases from menus, etc.). Depending upon a student’s learning style and developmental level, spelling instruction may employ visual or auditory (phonetic) modalities.

Written Expression

Many of the methods used to develop oral expression are also applicable to written expression. Whole language approaches, drawing from children’s experiences, are employed regularly. Often classes use “morning news” discussions to generate language arts activities wherein oral and written expression are reinforced. All students are afforded an opportunity to participate at their individual skill levels. Using “shared writing” the teacher acts as scribe recording on paper or computer, the student’s dictation. Computers also provide students opportunities for word processing, creative writing, proofreading and playing “word detective” games. Some students practice self-expression and written communication skills by composing daily journal entries or corresponding with students in other schools.

Supplementary and Transitional Activities

Students may contribute narratives, stories or poetry to Footprints, Midland’s newspaper. Those approaching graduation experience language arts in more pragmatic situations which emphasize taking messages, writing letters, making cards and labels, using telephone books, menus, employment applications or forms, shopping circulars, etc. Advanced students apply dictionary, research and reference skills and prepare book reports, often related to themes in science or social studies.

Mathematics

Program Components

The mathematics curriculum focuses upon basic readiness concepts, basic operations, problem solving, time, money, and measurement. Skills are kept as practical as possible and closely related to the student’s environment.

Instructional Methods and Materials

As with traditional mathematics instruction, the Midland program begins with recognition of shapes and numbers and pre-k exercises extending to elementary/middle school level objectives. Teachers employ concrete, visual, hands-on methodology, practice and repetition. The approach to instruction is conventional in that it use grade level workbooks and assignments but non-traditional in the use of texts with adjusted reading levels for story problems, increased pictorial representations and/or a reduced amount of information per page. Also, concepts of time (both analog and digital) and money are introduced very early and continually reinforced. Use of currency is also practiced in role plays, in bank books at the school store, and on simulated and actual shopping excursions. At all levels, functional skills are emphasized and the number line, calculator and computer software are essential tools.

Supplementary and Transitional Activities

Functional math concepts are reinforced in Independent Living classes. These include measurement, recipes, fractions, menus, etc. For all students, particularly students approaching graduation, compensatory strategies, such as, estimating are regularly practiced. Occasionally, students of high school age are ready for more challenging materials including pre-algebra or algebra and these texts and workbooks are available.

Social Studies and Science at Midland follow a school-wide curriculum. Instruction takes place in small groups Hands-on multisensory instruction.

Students participate in a varied adaptive physical education program designed to meet their individual needs. Exercise routines, motor ability experiences, team sports, swimming, and lifetime recreational activities are all offered. Students may participate inintramurals, the Midland Run and Special Olympics in addition to their regular physical education activities.

The Health Education curriculum includes family life education, personal health, accident prevention and safety, nutrition, environmental health, substance use and abuse, mental and emotional health, and the prevention and control of diseases.