Disabilities

Back to top

New York State Education Department Staff

Back to top

Advisory Group on Standards for Students with Severe Disabilities

The Standards

Assessing Students with Severe Disabilities

Accountability

English/Language Arts

·   attend to the speaker, visually and/or auditorily, or task.
·   use information from books, magazines, newspapers, textbooks, audio and mediapresentations, and from such forms as basic charts, graphs, maps, and diagrams.
·   organize and categorize nformation/ materials.use functional reading sight vocabulary.
·   follow directions that involve one or two steps.

This is evident, for example, when students:
p   establish eye contact with others.
p   complete a sorting task with decreasing verbal prompts.
p   immediately respond to "don't touch" in a dangerous situation.
p   identify/classify pictures of food, animals, tools,

p   listen to a book on tape and use information from it
p   visit a library to hear a presentation or to get a

·   use nonverbal communication skills to convey
information, needs and wants.

·   use verbal communication, including alternative communication systems, to convey information, needs and wants.

·   use written form to convey information, needs and wants.

p   indicate preferences in food by pointing to a food

p   ask supervisor at a job site for assistance in
completing a job task.
p   use an augmentative communication device to

p   use manual communication to indicate illness and need for assistance.
p   send messages via the computer to a pen pal.
p   communicate appropriately in social situations (i.e. respond to a "hello").

book and use information from the presentation/
book in school, home, community or work.
 

8

·   listen to a variety of literature: poems; articles and stories from magazines; fables, myths and legends; songs, plays and media productions; and works of fiction and nonfiction.
·   participate in reading response activities.

p   listen to a picture book story and discuss the pictures.
p   retell a familiar fairy tale or fable to the class.
p   choose books to be read to them or with others.
p   join in repeated refrains from a predictable storybook.

·   present personal responses to literature that
make reference to the plot, characters, ideas
and vocabulary.
·   communicate the meaning of literary works on the literal level.
·   create their own stories, poems, and songs using the elements of the literature read to them and appropriate vocabulary.

This is evident, for example, when students:
p   act out stories, poems, or plays.
p   draw a picture of their favorite character.
p   create their own picture books or fables to keep in the classroom library.
p   explain why they like or dislike a book.

Alternate Level

·   apply a lesson learned from a book, newspapers, magazines, presenter or media presentation to a real-life situation.

p   identify why they liked or disliked a particular book, magazine or newspaper that was read to them.
p   after listening to a presentation on fire safety, demonstrate how they would leave their home during a fire or get help.
 
 
 
 
 
 
 

Alternate Level

·   express opinions about events, books, issues, and experiences.
·   present arguments for certain views or actions.

p   communicate the reasons why they want to go on a certain class trip.
p   communicate why they liked going to a specific rrestaurant as compared to another.
p   in collaboration with their job coaches/ teachers, analyze the quality of their work at the completion of a work assignment.

Alternate Level    

Listening and Reading     

·   attentively and recognize when it is appropriate for them to speak/respond.
·   take turns speaking and responding to others' ideas in conversations on familiar topics.
·   recognize the kind of interaction appropriate for different circumstances, such as story hour, group discussions and one-on-one conversation skills.

Students:

·   exchange friendly pictures, notes, cards, and letters with friends, relatives, and pen pals to keep in touch and to commemorate special occasions.

This is evident, for example, when students:
p   take part in group discussions.
p   participate in group discussions during "circle time.
p   greet visitors to their school or classroom and

p   bring messages to the principal's office or to

p   use the telephone to talk to a relative or classmate.
p   Maintain eye contact when speaking to another

person.
p   use appropriate body language for conversation

p   use a communication device to greet a classmate or

p   use the computer to send an e-mail message to a

p   use appropriate conversation skills.

Health, Physical Education, and Family and Consumer Sciences

Students:

·   demonstrate basic knowledge and skills which support positive health choices and behaviors.
·   make good food selections and participate in exercise and recreation as part of growth and development.
·   develop personal care skills, which affect health choices and behaviors.
·   demonstrate the use of interpersonal communication skills regarding health-related issues.
·   practice making healthy choices.

Students:

·   participate in physical activities that develop physical fitness skills.
·   demonstrate fundamental motor, non-locomotor, and manipulative skills.
·   understand the effects of activity on the body and the risks associated with inactivity.
·   understand the relationship between physical activity and individual well being.

p   are aware of the necessity for the administration of medication and how it benefits them as individuals (if appropriate).
p   are aware of safe and unsafe drugs.
p   develop the ability to independently take care of personal care needs such as shaving and hair care.
p   communicate their wants and needs related to food choices.
p   demonstrate knowledge of good food selections.
p   develop exercise and physical skills and behaviors for life long recreational purposes/enjoyment such as bike riding, bowling, swimming and community integration experiences.
p   demonstrate independence in activities of daily living such as toileting, showering, toothbrushing.
p   communicate about health needs such as illnesses and injuries to appropriate caretakers.
p   participate in activities to develop recreation and leisure skills.

p   demonstrate health practices such as washing hands before meals and covering one's mouth when coughing or sneezing.
p   recognize and label feelings such as sadness, anger
p   demonstrate basic motor skills (creep, roll, run, climb, hop), manipulative skills (throw, catch, strike), and non-locomotor skills (balance, stand, kneel).

p   adjust performance of skill as a result of monitoring or assessing previous performance (e.g., moves closer to target or throws at altered angle of release following toss that falls short).

p   do additional push-ups each day to improve upper body strength, stretches to improve flexibility, and running/walking to develop cardiorespiratory fitness.

p   engage in physical activity each day.
p   perform appropriate warm-up and cool-down exercises before and after vigorous activity to avoid muscle injury.
p   set a personal physical activity goal and track progress toward its achievement (e.g., going from three sit-ups to five sit-ups a day).
p   participate in activities to promote mobility, strength, stability, balance and equilibrium.
p   participate in team sports such as basketball, soccer or baseball.

 

·   make simple nutritious food choices and assist with
·   basic food preparation.
·   use simple household tools safely to perform a

·   demonstrate appropriate eating skills.
·   assist with basic food preparation.

p   assist in preparing simple snacks, handling food

p   wash hands before and after handling food.
p   use age-appropriate technology such as microwave

p   eat appropriate portions of food.
p   select meals and snacks that include a nutritious

p   display appropriate table manners.
p   wash dishes or load dishwasher.
p   plan a menu and shopping list and shop for items.

·   behave according to the rules of the home, school

·   understand basic safety rules.
·   demonstrate the appropriate use of potentially

·   demonstrate personal and social skills which

·   communicate social/emotional needs or feelings to others.
·   demonstrate caring and respect for themselves and  others.

p   develop independent mobility skills for safe navigation within the school building and within the community such as street crossing skills. · demonstrate that they are not to go with strangers.

p   demonstrate the appropriate use and methods of carrying and storing sharp pencils, scissors, silverware, etc.
p   demonstrate safety precautions in a variety of settings such as pool safety, traffic safety, kitchen safety, etc.
p   respond to environmental cues for prompt and safe evacuation during fire drills or other emergencies.

p   communicate to an authority figure when they are

p   communicate their feelings of happiness, sadness, fear, anger, etc. to the person making them feel that way.
p   communicate and take pride in personal

capabilities.
p   demonstrate knowledge of their body parts and

p   do not touch others without their approval or allow

p   concentrate on school work ignoring the negative

p   demonstrate care for their own and respect others'

p   adapt to changes in routine or the environment.
p   share classroom materials or personal belongings.
p   recognize safety signs.

·   contribute to a safe and healthy environment by observing safe conditions for games, recreation, and outdoor activities.

·   learn and practice appropriate participation and spectator behaviors to produce a safe and positive environment.
·   work constructively with others to accomplish a

 variety of tasks.
·   demonstrate how injuries from physical activity can

·   demonstrate care, consideration, and respect of self
 and others during physical activity.

This is evident, for example, when students:
p   handle equipment safely.
p   wear proper attire and protective gear as necessary.
p   demonstrate appropriate skill in fundamental movement tasks (e.g., lifting, carrying, climbing).

p   create a dance with a partner that combines movement to music.
p   demonstrate self-control and the ability to cope with success and failure.

p   take their turn in playing (e.g. waiting for their turn in playing a game).
p   follow directions to perform activities safely.
p   accept teammates regardless of ability and treat opponents with respect and courtesy.
p   demonstrate responsible personal and social behavior while engaged in physical activities.

Students:

·   demonstrate the use of various health care/health promoting products appropriately.
·   demonstrate how to access help when illness, injury or emergency situations occur.

p   demonstrate the use of health care products such as personal care products, basic first aid equipment, and/or generic medications such as aspirin or vitamins.
p   demonstrate how to use "911' or similar

emergency services.
p   recognize when a situation merits adult

Students:

p   identify and participate in community facilities for recreational activities, such as parks, swimming pools, and skating rinks.
p   identify and participate in community programs, such as YMCA/YWCA, Boys/Girls Clubs, Sport Camps, and Youth Sports Leagues.

 

·   use mathematics and symbolism to communicate in mathematics.
·   compare and describe quantities.
·   demonstrate knowledge of mathematical
relationships.
·   relate mathematics to their immediate
environment.

p   draw 5 apples and 5 oranges and compare the quantitative similarity.
p   set the table by counting out sets of 5 dishes,

p   identify symbols associated with money.
p   express verbally, through gestures or with pictures or objects the concept of more.
p   name and identify 3 basic geometric shapes (circle, square, triangle).

·   learn to ask "why" questions to seek greater
understanding concerning objects and events they have observed and heard about.

p   blow bubbles into the wind using a wand. With teacher assistance, talk about why the bubbles drift in certain directions.
p   observe a variety of objects that sink or float when placed in a container of water and with teacher assistance, discuss why the objects float or sink.
p   observe a helium balloon floating compared to an air-filled balloon which does not float. With teacher assistance, discuss why one balloon floated and the other did not.

 

·   use the computer as a tool.

p   use a computer to communicate their ideas/thoughts.
p   use a computer-operated voice command to move a wheel chair or turn the lights on and off.

·   identify and operate familiar systems.
·   assemble simple systems.

p   name and use a microwave oven to reheat leftover food.
p   communicate how a telephone system is used.
p   using modeling materials such as building sticks/logs, assemble a merry-go-round.
p   connect a battery, switch, and light bulb.

·   demonstrate that certain technologies have safety issues.
·   participate in the disposal of materials in a responsible way.

p   demonstrate how electrical devices are potential shock hazards (e.g., sticking metal object into a toaster).
p   place used plastic, glass and paper in appropriate

recycling bins.

·   work cooperatively with others on a joint task.
·   participate in planning an event or activity.

p   take part in a mass production to assemble an

1.  Equilibrium is a state of stability due either to
a lack of changes (static equilibrium) or a
 balance between opposing forces (dynamic equilibrium).

 

·   observe a balance and notice what happens when objects

·   record body temperature, etc.

cup on the other side and observe the change.
p   record their body temperature in different weather
conditions and observe that the temperature of a
healthy human being stays almost constant even
though the external temperature changes.

·   participate in activities that highlight historical events.
·   learn and communicate about the roots of American culture, its development from many different traditions, and the ways many people from a variety of groups and backgrounds played a role in creating it.
·   communicate about the basic ideals of American democracy.
·   demonstrate the traditions in their family,
neighborhood, community and United States.
·   distinguish between near and distant past and interpret simple timelines.
·   communicate about the important accomplishments of individuals and groups living in their neighborhoods and communities.
·   identify individuals who have helped to strengthen democracy in the United States.
·   view historic events through the eyes of those who were there, as shown in their art, writings, music, and artifacts.
·   learn and communicate about their rights as citizens with disabilities and how to protect and secure these rights.

p   share information about their family and family tree and traditions.
p   take part in a Thanksgiving celebration.
p   collect photographs of themselves from birth to present.
p   listen to and view material a local historian presents to them.
p   learn songs based on an historic event, such as the Erie Canal.
p   learn who Abe Lincoln or George Washington are by participating in a play about their lives.
p   attend a cultural event hosted by Native Americans
p   to learn about their beliefs, songs and dances.
p   Listen to an adult with a disability discuss his/her experiences and rights as a disabled person.

1.  Students will study world history, cultures and
 civilizations and the important contribution of
 individuals and groups.

 

·   study and communicate about different world
cultures and civilizations focusing on their
accomplishments, contributions, values, beliefs,
and traditions.
·   demonstrate an understanding of past, present,

·   demonstrate knowledge of calendar time in
terms of days, months and years.
·   explore the lifestyles, beliefs, traditions, rules
and laws, and social/cultural needs and wants of
people during different periods in history and in
different parts of the world.
·   view historic events through the eyes of those
who were there, as shown in their art, writings,
music, and artifacts.
·    utilize media to become aware of current events.

p   attend and take part in a cultural fair.
p   using a calendar, mark days with pictures

p   watch the news on television and Tell about one
p   current world issue.
p   have myths, legends, biographies and

p   Sample tasks are identified by triangles ( s ).

·   communicate about how people live, work, and utilize natural resources.
·   draw or build maps and diagrams representing their home, school and community.
·   locate places within the local community, New York State and United States.
·   gather and organize geographic information from a variety of sources and display it in a number of ways.
·   identify and compare physical characteristics of different regions and people.
·   demonstrate their location within their community, State and world.

This is evident, for example, when students:

p   state their address.
p   using a large map of the world, cut out pictures of different people/cultures and attach to appropriate location on map.
p   using model homes, stores, trees, etc. build a model of their community.
p   travel from home to school via public transportation.
p   draw a picture of their school and surrounding land features (mountains, rivers, ocean, etc.).
p   discuss the community or region they live in (climate, size, location in State, etc.)
p   visit a library and look at books about the local community, New York and United States.

·   learn and communicate about jobs in their community.
·   understand that money is necessary to buy goods and services.
·   communicate about how goods and services are produced.
·   develop and demonstrate money management skills.

This is evident, for example, when students:
p   attend a job fair.
p   purchase lunch at cafeteria or school supplies at the school bookstore.
p   open a savings and/or checking account and deposit/withdraw from the account to make purchases.
p   purchase items at store/restaurant.
p   observe community workers at their jobs.
p   participate in community activities such as shopping, going to the post office, etc.

·   explore the basic purposes of government and the importance of civic life.
·   demonstrate knowledge of the holidays, celebrations, and symbols of our nation.
·   demonstrate what it means to be a good citizen in the classroom, school, home, and community.
·   identify and describe the rules and responsibilities students have at home, in the classroom, and at school.
·   learn that effective, informed citizenship is a duty of each citizen, and demonstrate it through voting and community service.
·   identify basic rights that students have and those that they will acquire as they age.
·   show a willingness to consider other points of view before drawing conclusions or making judgments.
·   Participate in activities that focus on a classroom, school, or community issue or problem.

This is evident, for example, when students:
p   with assistance, register to vote.
p   say the Pledge of Allegiance.
p   vote in a school/class election.
p   take part in a fundraiser to support a community cause.
p   visit local and State governing bodies.
p   participate in a July 4th celebration.
p   participate in a recycling program to clean up their community.
p   participate in an exercise to develop classroom or home rules.
p   draw a picture of the American flag.

·   participate in the development of a career plan that would assist in the transition from school to eventual entry into a career option by the completion of school.
·   participate in activities that demonstrate an
awareness of their interests, aptitudes and
abilities.
·   demonstrate the value of work.
·   utilize appropriate technology in a vocational setting and workplace.
·   explore various careers.
·   explore their preferences for working with people, information and/or things.
·   demonstrate an understanding of decision making to resulting action.

p   indicate how hobbies, favorite school subjects, interest and special talents relate to working with people and specific occupations.
p   are exposed to different occupations in their community, including those in public service, and how these occupations benefit others (firefighter, police officer, pharmacist, and teacher).
p   identify long-range personal and career goals.
p   identify skills needed for success in the workplace.
p   are exposed to different occupations within a school (maintenance and office workers, teacher aides).
p   participate in a voluntary work program.
p   are provided examples of how the roles of men and women are changing in the home, workplace, and community (women in law enforcement and men in nursing).
p   evaluate long-range personal goals and match them to employment opportunities.
p   demonstrate the importance of punctuality, dependability, integrity and getting along with others and working cooperatively in group situations for success in a work environment.
p   participate in a job experience with a job coach.
p   participate in projects such as a bake sale or craft fair to earn money for a trip.
p   can make choices about saving and spending
money that they have earned in the workplace.

 

1.  
1.  Integrated learning encourages students to use essential academic concepts, facts, and procedures in applications related to life skills and the world of work. This approach allows students to see the usefulness of what they are being taught and to understand their potential application in the world of work.

·   Develop academic knowledge and skills that are required in specific occupations or work-related situations.
·   Solve problems that call for applying academic knowledge and skills.
·   Demonstrate learned skills across environments (school, home, community and work).

p   Explore and/or describe jobs in the local community.

p   Integrate mathematical/science and communication skills in real-life situations (plan a garden, shop for a party.)

p   Apply mathematical skills to purchase items from a grocery store, compare prices, total their purchases and count change.
p   Explain why being able to tell time is important in your job.
p   Select four samples of their work (completed hands-on projects depicting various occupations) and describe the academic knowledge and technical skills needed for those particular jobs.
p   Complete a multifaceted project such as conducting a bake sale, collecting toys for tots or recycling.
p   Link with existing student leadership organizations (Future Homemakers of America, Vocational Industrial Clubs of America, etc.) to conduct a special project that leads to interdisciplinary applications.
p   Complete an internship which focuses on a particular career of interest (food services, maintenance, lawn care, etc.) with the support of staff (job coach, travel training, shadowing.)

·   listen to the ideas of others, communicate and use basic mathematical concepts to solve
problems.

p   follow simple one-step to two-step verbal or tactile directions.
p   read functional words such as ladies room, stop, McDonald's, danger, poison, keep out, etc.
p   follow directions to operate simple machinery.
p   follow directions to stock an inventory.
p   use measuring guides, measure materials such as lengths of wire or paper tablecloths for use on a job.
p   recognize and identify vocabulary associated with various jobs.

·   recognize that there is a problem and make
decisions to solve the problem to accomplish a task.

p   provide examples of ways to raise money for a school field trip.
p   solve a riddle, puzzle or problem, following simple instructions.
p   are able to generalize skills, such as using a toaster or a microwave, in different settings (e.g., home or restaurant).
p   while using a copying machine, demonstrate how to obtain and load paper when indicated by machine.

3.  Personal qualities include appropriate daily living skills, social skills and positive behaviors for success in the workplace.

·   Demonstrate the personal qualities that lead to responsible behavior.

p   Arrive at school and work on time.
p   Complete tasks and assignments as directed.
p   Provide examples of people acting responsibly/irresponsibly in the community such as littering vs. proper disposal of garbage.
p   Demonstrate appropriate hygiene/dressing for school and the workplace.
p   Cooperate with a peer to complete an assignment such as washing and drying dishes.
p   Demonstrate appropriate self control in school, community and the workplace such as no hitting, bad language or inappropriate displays of affection.
p   Demonstrate positive behavior through interactions in the classroom (sharing resources, helping classmates.)

4.  Positive interpersonal qualities lead to teamwork and cooperation in large and small groups in family, social and work situations.

·   Relate to people of different ages and from diverse backgrounds.
·   Demonstrate positive interpersonal qualities.
·   Display skills needed to resolve conflicts with other people.

p   Work cooperatively with peers to accomplish a task.
p   Respect the rights and space of others.
p   Walk away from a confrontation rather than engaging in it.
p   Work cooperatively with peers composed of individuals of different ages and diverse backgrounds.
p   Respond positively to constructive criticism
p   Work as a member of a team toward a common goal

3.  
5.  Technology is the process and product of human skill and ingenuity in designing and creating things from available resources to satisfy personal and societal needs and wants.

·   Use appropriate types of technology for job tasks.

p   Use a toaster to toast bread
p   Use photocopying machines to copy a page from a book
p   Use the correct tool such as a screwdriver or hammer to assemble an item
p   Use a computer to enter items ordered from a menu

6.  Information management focuses on the ability to access and use information obtained from other people, community resources and media.

·   Utilize information to make decisions.

s   Listen to the morning weather forecast to determine what clothes to wear that day.
s   Use bus schedules to determine when their bus will come.
s   Utilize a menu at a fast food restaurant to determine how much an item costs.

The Arts

·   identify and demonstrate movement elements and skills (such as bend, twist, slide, skip, hop, walk in a straight line).
·   participate in movement activities.
·   create and perform simple dances based on their own movement ideas.
·   interpret words into a dance.
·   perform individually or in a group.

p   demonstrate the movements of various animals (a cat, a dog, an elephant, a monkey).
p   pretend that they are flowers or plants caught in a wind, moving in groups of two or three to suggest the movement.
p   create a dance of a bumblebee after watching a video about bees or after being read a story about bees.

·   explore what musical elements are.
·   create short musical pieces consisting of sounds from a variety of traditional (e.g., tambourine, recorder, piano, voice), electronic (e.g., keyboard) and nontraditional sound sources (e.g., water-filled glasses).
·   sing songs and play instruments maintaining pitch, rhythm, tone and tempo.
·   sing or play simple repeated rhythm patterns with familiar songs and rounds.

p   improvise a short composition using the black keys on the piano.
p   sing familiar rounds and folk songs in a group.
p   perform standard rhythmic notation on rhythm sticks or other classroom instruments.
p   play a simple pattern on a mallet instrument to accompany a familiar song such as Frere Jacques. , perform a simple piece of music with others in a band or chorus.

·   will use dance resources in video, photography, print and live performance.
·   understand the concept of live performance and appropriate conduct.
·   learn about dance-related careers (e.g., dancer, choreographer, composer, lighting designer, historian, teacher).

·   use classroom and nontraditional instruments in performing and creating music.
·   construct instruments out of material not commonly used for musical instruments.
·   use current technology to manipulate sound.
·   learn about the various settings in which they hear music and the various resources that are used to produce music.
·   demonstrate appropriate audience behavior, including attentive listening, in a variety of musical settings in and out of school.
·   learn about ways that music is used by various members of the community.

p   use common items (e.g., keys, classroom blinds, measuring sticks) as "found sounds" to improvise a group composition.
p   make a shaker from a paper tube to accompany a Native American dance or Latino song.
p   change pitch or timbre of a sound on the synthesizer.
p   exhibit appropriate behavior when listening to music in the school's auditorium.
p   listen to and ask questions of a person who is
active in local musical theater productions.
p   visit places in their community where they can hear music being performed.

p   create a simple musical instrument.

·   visit theaters, theater-related facilities, and/or touring companies to observe aspects of theatrical production.
·   visit the library/media center of their school or community to learn about story dramatization material or other theater-related materials and to view videotapes of performances.
·   visit a community library to learn about costumes and makeup and watch a videotape
·   performance of a Broadway play, such as Cats.
·   attend theatrical performances in their school and demonstrate appropriate audience  behavior.
·   listen to theater professionals talk about how they prepare for and perform their jobs.

p   visit a school or local Theater Company to observe the rehearsal of a play and participate in a question and answer session with the production staff.
p   discuss and adhere to guidelines for proper behavior when attending a theatrical production, behavior that enhances enjoyment and supports the efforts of the performers.
p   visit a community library and watch a videotape performance of a Broadway play, such as Cats, to learn about costumes and makeup.
 
 
 
 
 
 
 
 
 
 
 
 
 
2. Students will know and use a variety of visual arts materials, techniques and processes. Students will know about resources and opportunities for participation in visual arts in the community (exhibitions, libraries, museums, galleries) and use appropriate materials (art reproductions, slides, print materials, electronic media). Students will be aware of vocational options available in the visual arts.

 

·   draw images of people and things that become increasingly more specific.
·   explore the characteristics of selected mediums and describe what they feel like when using them. Name those they like the best.
·   make simple three-dimensional works of art  using additive and/or subtractive techniques.
·   use a draw/paint software program to make simple graphic shapes.
·   listen to and discuss the presentation of a museum person or an artist who brings original art works or artifacts to the classroom.
·   look at and explore (by handling, if possible) artifacts borrowed from a museum and talk about their visual characteristics and their  purpose.
·   listen to and ask questions of a person from the local community who makes his/her living in the visual arts (a painter, a sculptor, a photographer).

p   listen to a visiting artist talk about what that artist does, how he/she does it and why.

Back to top