The Hidden Curriculum

The Hidden The Hidden CurriculumCurriculum

What it is and why do I What it is and why do I have to teach it?have to teach it?

Topics Notes

1.Characteristics of the Disability

2.Instructional Strategies

3.Lifting

4.Feeding (food issues)

5.Toileting

6.Assistive Technology and Adaptive Equipment

7.Orientation and Mobility

8.Transportation

9.Sign Language

10.Behavioral Strategies

11.Data Collection

12.Job Coaching

13.Restraint Techniques

14. Confidentiality

15.Socialization Issues

16.Communication Issues

17.Safety Issues

18.Sensory Impairment

19. Early Intervention

20. How to be a “Shadow” in a student Care Center

21. Basic Educational Terminology

22. Other

23.

24.

25.

Directions: This menu is a tool for you to use as you progress through the Paraeducator Course. Whenever you come across topics about which you would like more information, place a checkmark next to the topic and indicate in the Notes column any specifics (for example, in #1 indicate which disability). For each topic checked make an entry in the Paraeducator Personal Development Plan.

Paraeducator Development Plan Menu

Paraeducator Paraeducator Development PlanDevelopment Plan

What topics do I need to know

more about for my job?

Where can I get the information/

training?

What action steps am I going

to take?

When will I complete

this?

Local PolicyLocal Policy

Your local school district, IU, preschool or employing agency’s policies regarding paraeducator job descriptions, duties, and responsibilities provide the final word!

Learner OutcomesLearner OutcomesParticipants will:• Define the hidden curriculum• Name an environment in which the

hidden curriculum operates• List 3 strategies for helping students

to understand the hidden curriculum

AGENDAAGENDAWelcome and Introductions

The Hidden Curriculum

Identifying the HiddenCurriculum

Strategies for Teachingthe Hidden Curriculum

Hidden CurriculumHidden Curriculum

A term used to describe the unwritten rules and expectations of behavior that we all seem to know, but were

never taught

Bieber, 1994

The Hidden CurriculumThe Hidden Curriculum

What are some social skills that students just seem to learn without

being taught?

Hidden CurriculumHidden CurriculumWhen you’re ready to say:

• I shouldn’t have to tell you…• Everyone knows that…• Common sense tells us…• It should be obvious that…

Myles, 2004, with permission


• When your teacher gives you a warning about behavior and you continue the behavior, you are probably going to get into trouble.

• Do not tell other students they smell and they need to wear deodorant.


• Just because the bell rang, that doesn’t mean the teacher is finished teaching.

• If a classmate tells you to do something that might get you in trouble, tell them to do it themselves.


• When a teacher tells another student to stop talking, it’s not a good idea to start talking.

• When you hear another person using incorrect grammar, do not correct every time.


• Different teachers have different rules.

• When another child is getting in trouble, it’s not a good time to show the teacher something.

• Do not draw violent scenes at school.


• When you are taking a shower in a group setting, do not sustain eye contact or watch other people.

• When you are with classmates or coworkers, do not pick your nose, pass gas, or scratch a private body part.

The Hidden CurriculumThe Hidden CurriculumCan include words:

• Shut up• Fat• Take your time

What other words or phrasesmight have two meanings?

The Hidden CurriculumThe Hidden CurriculumCan also include body language:

• Smiles• Frowns• Eye rolling• Finger pointing

What other body language might students have to read?

Hidden CurriculumHidden CurriculumDiffers across:

• Age• Gender• People• Cultures

What are some other examplesof the Hidden Curriculum?

Hidden CurriculumHidden CurriculumWhat most students just “know” in thefirst few days of school, you may haveto teach

• What is cool to wear and what is a “no no”

• Which teachers allow gum chewing

• When you can curse!

What else might you haveto teach?

The Hidden CurriculumThe Hidden Curriculum

• Gym• Church/synagogue/mosque• Funeral Home• School assembly• Police Station

Does this person need instruction in the hidden curriculum?

Hidden CurriculumHidden CurriculumEating:• Chew with your mouth closed• Keep your food in your mouth• Put your napkin on your lap, not under your

chin• Do not eat someone else’s food without

asking• Don’t blow your nose in the napkin• Do not put ketchup on everything…it may

gross out others• Burping out loud is not nice

Teaching the Hidden Teaching the Hidden CurriculumCurriculum

Before teaching begins:

• Assess the environment• List the expectations• Decide what information the student

needs to learn• Identify situations that may alter the

environment• Devise a method for teaching the skill


Teacher:• Expectations• Pleasing behavior• Likes and dislikes• Means business, is happy, or

displeased• Likes a joke



Social skills must be:• taught in a direct and explicit

manner just like you teach academic skills

• practiced just like you practice your golf swing!


REMEMBER:If you are ready to discipline astudent for a social error…ASK YOURSELF:Have I taught and practiced theskill the student needs?_____________ is from the Greekword meaning ___________!

A Social Skill Lesson


SAFE PERSON• Understands the student’s

characteristics and perspective• Respects the student and can listen

without interrupting and judging• Knows when to listen and when to

offer advice• Understands triggers that can lead to

a meltdownBrenda Smith Myles 2004


Teach phrases that will get studentsthe information they need from the SafePerson:

• What does_______mean?• Help me understand….• When (person) says/does _____, what do they mean?• Show me a better way to…

Teaching the Hidden CurriculumTeaching the Hidden Curriculum

S Seek Seek to understand all aspects of the Hidden Curriculum

O Observe Observe what people are doing and NOT doing

L Listen Listen to what people are saying and NOT saying

V Vocalize Vocalize…ask questions, check for understanding

E Educate Educate…teach and learnKnowledge is power!

SOLVE Strategy

Myles, 2004, with permission



Clothing• Pajamas should not be worn outside• When you are in public, go to the

bathroom to adjust your underclothing

• Do not take off your clothes in public no matter how hot you are


Power Card StrategyScript• Brief scenario written at the child’s

comprehension level using a favorite hero or special interest

Power Card• A business or trading card containing a

picture of the special interest and solution to the problem


Chef Jean-Paul wants you to choose one ofthe following ways to help calm yourself:

1. Take 5 deep breaths, exhaling slowly after each breath.

2. Close your eyes and slowly count from 1-20.

3. Listen to your favorite CD with yourheadphones on.

4. Go to a quiet place and look at cooking magazines.


Name

Rating Looks like Feels like I can try

54321

The Incredible 5 Point Scale

Buron, K.D. & Curtus,M. (2004)


Name

Rating Looks like Feels like I can try

5 Kicking or hitting My head will probably explode

Call my momgo home

4 Screaming and almost hitting

Nervous Go to see Mr. Peterson

3 Quiet sometime rude talk

Bad mood or grumpy Stay away from other kids

2 Regular kid not weird

Good Enjoy it while it lasts

1 Playing hockey A million bucks Stay that way





5 I NEED TO LEAVE6 I NEED SOME SPACE7 PLEASE DO NOT TALK TO ME8 I AM A LITTLE NERVOUS9 I CAN HANDLE THIS!


Hidden Curriculum Hidden Curriculum ReferencesReferences

• Buron, K.D. & Curtus,M. (2004). The Incredible 5-Point Scale: Assisting student s with autism spectrum disorders in understanding social interactions and controlling their emotions. Shawnee Mission, KS: Autism Asperger Publishing Company.

• Gagnon, E. (2001) The Power Card Strategy: Using Special Interests to Motivate Children and Youth with Aspergers Syndrome. Shawnee Mission, KS: Autism Asperger Publishing Company.

• Myles, B.S.,Trautman, M.L., &Schelvan, R.L. (2004). The Hidden Curriculum: Practical Solutions for Understanding Unstated Rules in Social Situations.

• Winner, Michelle Garcia. (2002) Thinking About You Thinking About Me. San Jose, CA: Michelle G. Winner Publisher.

OutcomesOutcomesParticipants will:• Define the hidden curriculum• Name an environment in which the

hidden curriculum operates• List 3 strategies for helping students

to understand the hidden curriculum

Wrap UpWrap Up

• Complete the Paraeducator Development Plan

• Complete Session Evaluation

Upcoming Paraeducator Upcoming Paraeducator TrainingsTrainings

Please check the PaTTAN website: www.pattan.net

for upcoming trainings

Date post:	13-May-2015
Category:	Education
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