I teach a special needs class for students with severe mental retardation. The ages of these students range between thirteen and twenty-one years. My students have limited expressive language. They use repetitive language, one word responses and/or simple phrases or sentences of a concrete nature. Some of my students are able to communicate a choice by pointing to the object or colored picture. My students’ use of receptive language is also limited. Most of my students are able to follow simple one-step directions with few verbal prompts using controlled language. A small number of students have learned to follow two to three step directions with verbal and visual prompts. Therefore, I use simple, concrete language consistently during instruction. My class responds best to simple, concrete, and manipulative activities that are repetitive in nature. In addition, the use of multi-media equipment such as computers, television, and tape recorders seem to generate a heightened excitement and increased attention to an activity.
Teaching and developing concrete lessons from content areas is challenging. Science, I have found, is an excellent field from which to develop appropriate units of instruction for my class. All of science seems to incorporate a foundation from which to build future knowledge. This foundation is often simple, concrete, and able to be taught through observation and experimentation. Therefore, I believe the field of Genetics supports my premise.
Often, when one thinks of Genetics, one envisions complex theorems, microscopic materials, and space age discoveries such as cloning. On the surface, Genetics would not appear to be a subject appropriate for students with severe mental retardation. However, when one looks at the foundation of Genetics as information to explain similarities and differences between individuals, one can begin to develop a unit of study appropriate for students with extensive special needs.
As I began to plan my unit on Genetics, I looked to capitalize on my students’ strengths and interests. They have learned to sort objects and pictures by a single characteristic. They enjoy using their hands to create words of art of assist with scientific experiments. In addition, they respond best to repetition and varied learning experiences that tap into different learning styles (ie. auditory, visual, and kinesthetic). Therefore, I choose to develop an across the curriculum unit that integrates lessons from math, science, language, literature, and art. Experiencing the unit through varied curriculum areas ensures the student’s increased exposure to information. These lessons will include hands-on manipulatives, learning centers, and the use of multi-media technology.
An added advantage to developing a Genetics curriculum is the opportunity review basic readiness skills. Due to the severe developmental delays of my students, progress is painfullly slow and requires over-learning skills to an excessive degree. While the repetition of lessons is often necessary, it can become tedious. However, when I reteach basic skills using thematic units, these same skills become fresh and exciting again. This excitement encourages and challenges my students to explore and create meaning in their world.