Los Angeles Unified School District Division of Special Education
-
Upload
xyla-cantu -
Category
Documents
-
view
30 -
download
0
description
Transcript of Los Angeles Unified School District Division of Special Education
Los Angeles Unified School District
Division of Special Education
Schools for All Children
Differentiated Instruction for Students with
Significant Challenges
Donnalyn Jaque-Antón
Associate Superintendent
Differentiated Instruction For Students with Significant Challenges
What is the Least Dangerous Assumption (LDA)?
The student IS competent
Think of the disabling condition in a new light – which does not limit achievement or
expectations
5 Reasons Why the LDA Should Presume Competence1. Human intelligence is a multi-faceted
construct rather than a uni-dimensional characteristic.
2. Most students with significant disabilities have difficulty communicating and assessments of their “I.Q.” are seriously flawed.
3. Research shows that a growing number of children and adults labeled “retarded” show they are more capable when they have a means to communicate.
5 Reasons Why the LDA Should Presume Competence, continued
4. To presume “incompetence” could result in harm to our students if we are wrong.
5. Even if we are wrong about students’ capacities to learn in general education curriculum content, the consequences to the student of that incorrect presumption are not as dangerous as the alternative.
(Jorgensen & McSheehan, TASH 2004)
Individual and Group Reflection
Reflect on the LDA concepts
Turn to a fellow participant and discuss the one that impacted you the most.
A New Image
In a differentiated classroom, the teacher proactively plans and carries out varied
approaches to content, process, and product in anticipation of and response to student
differences in readiness, interest, and learning needs.
(Tomlinson, 2001)
Differentiated classroom? Students with severe disabilities and typical peers…..Teachers: Begin where students are Accept that learners are different in important
ways Are ready to engage learners through
different modalities Appeal to varying interests Vary degree of complexity Ensure that student competes against self to
assess growth (Tomlinson, 1999)
There is Nothing So Unequal As The Equal Treatment Of Un-equals
LEARNING STYLESAuditory LearnersVisual LearnersTactile – Kinesthetic Learners
MULTIPLE INTELLIGENCES
Linguistic Intelligence (word smart) Logical-mathematical Intelligence
(number/reasoning smart) Spatial Intelligence (picture smart) Bodily-kinesthetic Intelligence (body smart) Musical Intelligence (music smart) Interpersonal Intelligence (people smart) Intrapersonal Intelligence (self smart) Naturalistic Intelligence (nature smart)
Key Principles for developing classrooms for diverse learnersTeacher:
1. Focuses on the essentials
2. Attends to student differences
3. Gathers day-to-day data
4. Modifies one or more of the curricular elements Content Process Product
Key Principles for developing classrooms for diverse learners, continued
Teacher: Collaborates with students in learning Balances group and individual norms Organizes students so that they work
together flexibly
(All students participate in respectful work)(Tomlinson, 1995)
Let’s go through it, step by step:Step 1:
Identify the broad based concept to be taught
Step 2:
Identify the curricular goals for students
Step 3:
Identify the instructional plan for most learners
Step 4:
Identify the instructional plan for learners who need adaptations
Let’s keep going, step by step:
Step 5:
Check for student understanding
Step 6:
Reflect and evaluate adaptations making adjustments as needed
Step 7:
Reteach based upon evaluation
Let’s keep going, step by step:
Highlight an example
Think of a classroom where you have seen this differentiation in action. Maybe it was your classroom. . . .
In what ways did differentiation affect the instructional program and student learning?
Is this an example of best practices?
Let’s look at one opportunity for Collaboration and Co-planning…..
Step 4:
Identify the instructional plan for learners who need adaptations
18
Collaboration
Planning
Practice
Evaluation
A Functional Ecological Assessment begins with….
Knowing the targeted learner Observing what is going on in the general
education classroom Beginning with one specific activity Noting the natural cues and skills required
to participate in the activity
Functional Ecological Assessment
In a Functional Ecological Assessment, we ask:
What is the teacher doing?
What are the students doing?
With whom is the targeted learner interacting?
In what way is he/she participating within the activity?
Using the Ecological Data
Develop intervention strategies based uponPhysical, emotional, sensory needsModified materials and/or technology Individualized instruction Individualized demonstration of
learning, evaluation, and grading
Peer Inventory Cues
Student
Performance
Discrepancy
Teach or adapt
1. Enter science class
Time to go to science class +
2. Find seat and sit down
Knowledge of seating assignments
-
Not motivated, can’t hear well, doesn’t understand
Peer cues him to sit down, uses body to guide.
3. Listen to teacher for 15 minutes
Teacher giving instruction/ information
-
Not motivated, can’t hear well, doesn’t understand
Student does adapted work of organizing materials for assignment; he receives praise for staying with the task.
Student: Eighth grader (myopic, hearing impaired, moderate mental retardation, short attention span)
Activity: Science class – eighth grade
23
Adaptations
Curricular adaptations are changes permissible in educational environments which allow the student
equal opportunity to obtain access, results, benefits and levels of achievement
Nine Types of AdaptationsSize
Adapt the number of items that the learner is expected to
learn or complete.For example:Reduce the number of social studies terms a learner must learn at any one time.
Time
Adapt the time allotted and allowed for learning, task completion, or testing..
For example:Individualize a timeline for completing a task; pace learning differently (increase or decrease) for some learners.
Level of Support
Increase the amount of personal assistance with a
specific learner.For example:Assign peer buddies, teaching assistants, peer tutors, or cross-age tutors.
Input
Adapt the way instruction is delivered to the learner.
For example:Use different visual aids; plan more concrete examples; provide hands-on activities; place students in cooperative groups.
Difficulty
Adapt the skill level, problem type, or the rules on how the learner may
approach the work.For example:Allow the use of a calculator to figure math problems; simplify task directions; change rules to accommodate learner needs.
Output
Adapt how the learner can respond to instruction.
For example:Instead of answering questions in writing, allow a verbal response; use a communication book for some students. Allow students to show knowledge with hands-on materials.
Participation
Adapt the extent to which a learner is actively involved in
the task..For example:In geography, have a student hold the globe, while others point out locations.
Alternate Goals
Adapt the goals or outcome expectations while using the same
materials.For example:In social studies, expect one student to be able to locate just the states while others learn to locate capitals as well.
Substitute Curriculum
Provide different instruction and materials to meet a
learner’s individual goals.For example:During a language test one student is learning computer skills in the computer lab.
Center for School & Community Integration, Institute for the Study of Developmental Disabilities, Indiana University, Bloomington, IN
25
Adaptations Include:
Accommodations Allow access to the current level of instruction in the
classroom
Modifications Changes are made to provide meaningful and productive
learning experiences based on individual needs and abilities
(insures accessibility through Assistive Technology)
26
Accommodations
Some curricular adaptations do not fundamentally alter or lower standards or expectations in either the instructional or assessment phases of a course of study
and can be designated “accommodations”
27
Modifications
Some adaptations do alter or lower standards or expectations and can be termed “modifications.” These modifications, although providing access, will necessitate careful selection of assessment
components to achieve accountability for performance
28
Modificationsanother view. . .
Changes in the assessment that alter what the test is to measure or the comparability of scores. More broadly, sometimes this term is used as a synonym for adaptations made in the curriculum, presentation method or the environment to provide support for the student with disabilities.
Alan Gartner and Dorothy Kerzer Lipsky
29
Bridges the functional performance gap (motor, speech,
hearing, vision) to enable students with disabilities to participate in
the general education curriculum.
Assistive Technology
30
Can support students in:
Initiating communication
Responding to and asking questions
Gaining information
Clarifying messages
Class participation
Discussion
Social interaction
Communication supports through the use of Augmentative Alternative Communication (AAC) devices
31
Functional Academic Functional Academic SkillsSkills
The challenge is to translate academic standards into functional life activities that have meaning to the learner with significant disabilities and that lead to greater independence and enhanced quality of life.
Label the activities,NOT students!
IEP Goal Matrix
The goal Matrix is built according to the student’s daily schedule, as a visual of when and how IEP goals and objectives can be embedded throughout the school day.
Morning business and review
Spelling Reading Recess Math Hand writing/ language arts
Lunch P.E. Literature
Social studies, science, health
When given one syllable A’ will distinguish between long and short vowel sounds.
V
V
V
V
V
When given who / what / when / where / how questions A’ will respond.
V
V
V
V
V
V
V
V
V
V
A’ will solve problems and apply strategies to solve a wide variety of problems
V
V
V
When given addition/subtraction problems to 20, A’ will type the answers
V
V
V
A’ will type/write a paragraph using clear coherent sentences
V
V
V
After given verbal directions, A’ will begin his assignment
V
V
V
V
V
V
V
V
A’ will type 5 lines on his computer in 10-15 minutes
V
V
A’ will walk with his walker 30 minutes every day
V V
Biology Photography Drama American Democracy
PE Chemistry
When given cards numbered 1-10, A’ will put cards in correct order from left to right
- Counting Biology related objects using 1-10 cards while assisting the teacher to hand them out using a material list (picture+word+ quantity) - Sequencing stages of development using 1-10 cards left-right;
- Counting Photography related objects using 1-10 cards while assisting the teacher to hand them out. - Sequencing steps of activity before beginning using 1-10 cards with directions, from left-right, stating the different steps required;
- Using the classroom literature and curriculum, A’ will arrange pictures (peoples, buildings) according to the 1-10 cards from left-right (two people=2, the white house = 1, nu. of senators in the picture = 6)
- Counting Chemistry related objects using 1-10 cards while assisting the teacher to hand them out using a material list (picture+word+ quantity) - Sequencing steps of experiment before beginning it using 1-10 cards with directions, from left-right, stating the different steps required;
Using pre-printed cards w/ significant times (written digitally) of the school day (e.g. class beginning and ends, lunch, etc.), A’ will identify the matching time on a digital clock or watch
- Before moving to the next class, A’ will check the time on a digital clock, and match it to the digital time card in his schedule, to see what his next class is.
- Before moving to the next class, A’ will check the time on a digital clock, and match it to the digital time card in his schedule, to see what his next class is. - Using a digital timer, A’ will time the different stages in the dark room, according to the directions list prepared in advance.
- Before moving to the next class, A’ will check the time on a digital clock, and match it to the digital time card in his schedule, to see what his next class is.
- Before moving to the next class, A’ will check the time on a digital clock, and match it to the digital time card in his schedule, to see what his next class is.
- Before moving to the next class, A’ will check the time on a digital clock, and match it to the digital time card in his schedule, to see what his next class is. - Using a digital timer, A’ will keep time for different sports activities and games (soccer, basketball), and have a whistle to signify time is out.
- Before moving to the next class, A’ will check the time on a digital clock, and match it to the digital time card in his schedule, to see what his next class is. - Using a digital timer, A’ will time his experiments, programming the timer as the time card, handed to him by teacher.
When: Typically, all students…
____ can show this by… (same or alternate form)
Supports _____ may require or that may enhance his/her performance:
Students take turns reading out loud:
Look at books/materials
Speak/Read out loud
Look at books/material
Point to communication displays or adapted text
Use text to voice synthesizer with scanned text
Play prerecorded text
Adapted text/materials (PixWriter, or simplified text with additional pictures)
Generic and predetermined messages
Pre selected text
UNH-Institute on Disability/UCED,2000
Planning within Instructional routines
We are at the “Crux of the Matter”
We have collected the data
We have made the LDA.
We have the tools to differentiate.
Where do we go from here? Decision time!
Why should students with significant challenges be taught in the general education curriculum in the general education classroom? Offers opportunities to learn valuable
knowledge, skills, and dispositions
Builds opportunities for shared interests with all students
Opens up transitional opportunities
Supports meaningful social relationships
Research
A meta-review of research on inclusive schooling practices found that students who are included in general education classes develop better communication skills, social skills, more authentic social relationships and learn more functional skills related to living and working in the real world when they are in general education classrooms.
(McGregor & Vogelsberg, 1998)
Think Inclusively!
School * Work * Play * Community * Life
Peer Inventory
CuesStudent
Performance
Discrepancy
Intervention strategies and/or adaptations
FUNCTIONAL ECOLOGICAL ASSESSMENT
Student:________________________________________________________
Activity:_______________________________________________________
1.
2.
3.
4.
5.
6.
Teacher activities
SUPPORT MATRIX
Student____________________ Date________________
Class/Teacher______________ Grade_______________
Class Schedule
IEP GOALS
When:Typically, all students…
______ can show this by…
Supports______may require or that may enhance his/her performance:
ACTIVITY PLANNER
Nine Types of AdaptationsSize Time Level of Support
Input Difficulty Output
Participation Alternate Goals Substitute Curriculum
Center for School & Community Integration, Institute for the Study of Developmental Disabilities, Indiana University, Bloomington, IN