Effective Instruction for Students with Disabilities

Effective Instruction for Students with

Disabilities

Objectives Explain what is effective instruction. Describe explicit instruction. Identify characteristics of specially designed

instruction. Implement the Universal Design for Learning. Identify the elements of effective classroom

practices.

Purpose

Provide an overview of effective instructional practices that teachers can use in inclusive settings to help students with disabilities access the general education curriculum, meet individualized education plan (IEP goals, and improve their overall academic achievement on standardized assessments.

Case Study Mikey is a typical 6th grader who is well-liked by his peers. He has no behavioral problems and comes from a supportive family. Mikey has documented specific learning disability that affects mainly his reading. While most students in his class are able to easily identify grade-level vocabulary words, Mikey struggles with basic sight words. As a result, his reading fluency and comprehension skills are significantly below average. Mikey’s teacher recognizes that he likes reading and will often ask her for help. She really wants to help Mikey improve his reading so he wouldn’t fall further behind his peers.

QUESTIONS:

1. How can Mikey’s teacher help him to improve his reading?

2. What factors must she take into consideration while formulating a plan to help Mikey?

Case Study Review & Discussion

Case Study: Key FindingsDo we all agree that Mikey needs the

following? Effective instruction Individualized and specially designed

instruction Explicit instruction

What is Effective Instruction?The identification and implementation of evidence-based practices that promote high rates of achievement for all students.

Why effective instruction?

Legal mandates

(IDEA 2004; NCLB, 2000)

Kids with disabilities spend most of

their school days in general

education classroom

s

Advent of more

rigorousacademic standards

Teachers need to improve

quality of instruction

Specifically Designed Instruction (SDI)

Explicit Instruction

Universal Design For Learning (UDL)

Effective Classroom and Instructional Practices

Effective Instructio

n

Effective instruction includes…..

At The Heart Of Effective

Instruction Is Explicit

Instruction

Explicit instruction AKA

a)I do, we do, you do b)Demonstration-prompt-practicec)Antecedent prompt and test

Explicit Instruction Defined “A systematic method of teaching with emphasis on

proceeding in small steps, checking for student understanding, and achieving active and successful participation by all students” (Rosenshine,1987 p. 34)

A systematic and direct approach to instruction whereby students are provided with instructional scaffolding and supports through the use of prompts, modeling, concise explanations, feedback and opportunities to practice a task they are expected to master (Archer & Hughes, 2011).

Key features of Explicit Instruction

Explicit Instruction

Instructional Support

Systematic

Teacher-Directed

Systematic Instruction is focused on critical

content Instruction is clear, concise and

highly organized Skills, strategies, and concepts

are presented in a logical sequence Teacher-Directed

Instructional routines are utilized

Teacher-Directed….. Instruction is teacher-led/

teacher centeredActive engagement of

students in learning Teacher models instruction

and uses demonstrationsUse task analysis to teach

complex tasks

Instructional Support Scaffold instruction Provide immediate, affirmative and

corrective Feedback Use guided practice Provide opportunities of Independent

PracticeUse cues to prompt studentsProvide adequate examples and non-

examples Monitor students’ progress

Explicit Instruction in PracticeReferring back to the case study, here is an example of how

the teacher could help Mikey to learn new vocabulary words

Step 1: Introduce the vocabulary word

Step 2: Model the pronunciation of the vocabulary word

Step 3: Help student to make connections with the new word by asking pertinent questions (e.g. what comes to your mind when you hear …..?)

Step 4: Provide a simplified or student-friendly explanation for the word

Step 5: Use Illustrations, examples and non-examples

Examples: Using Explicit Instruction to teach

vocabulary

I Do HERBIVORE

We DoPRODUCER

You Do

FOOD CHAIN

Use five steps previously described to teach a student the following science vocabulary words

Take Aways Explicit Instruction is………………Introducing lessons by leveraging

and measuring the background knowledge of students

Helpings students to make connections to previous knowledge

Establishing the purpose for a lesson Introducing key/essential vocabulary

Take Aways Explicit instruction is NOT …….Using lecturing methods to

deliver lessons

Assigning worksheets

Having students engage in silent reading

Asking questions

Specifically Designed Instruction (SDI)

SDI Should always include explicit instruction for students with

disabilities

Definition of SDIDefined by IDEA regulations as adaptations to the content, methodology or delivery of instruction.

Specially Designed Instruction (SDI)

Legal Mandated

Targets Student with Disabilities

Improves Access to General

Education Curriculum

Individualized

Instruction

SDI & RtI SDI is an integral part of

comprehensive school-wide academic improvement plans Response to Intervention (RtI)

RTI a multi-tiered system of supports (MTSS) for providing high quality instruction and intervention matched to student needs using learning rate over time and level of performance to inform instructional decisions.

SDI & RtI/MTSS

SDI & RTI/MTSSSDI

Tier 1 Core

Instruction

Tire 2 Supplemental

Instruction

Tier 3Intense

Instruction

Addresses the unique based on disability

Ensures access to the general education curriculum

Governed by IDEA and implemented in accordance with the individual educational plan (IEP) process

Instruction and support designed and differentiated for all students in all settings to ensure mastery

More focused, targeted instructionsupplemental support 

Most intense intervention

Individualized

Reduced group size

Most explicit and systematic instruction

Most frequent progress monitoring.

Summary: What should we know about SDI?

Individualized

Instruction

Increases Access to Gen. Ed Curriculum

For Students with

Disabilities

Delivered In the Least

Restrictive Environment

IEP with Details of Interventions

and Aligned Goals

Rights of Student &

Families are Secured

Accommodations are

Specified on IEP

Multiple Types & Forms of

Assessment

Instruction is Differentiated &

Based on the Universal Design

for Learning

Universal Design for Learning (UDL)

Challenge:

Watch the following video and complete the initial thoughts activity below.

Initial Thoughts:

Jot down your Initial Thoughts about the Challenge:

1. How can teachers at Sycamore Middle School meet the educational needs of all of their students?

2. To meet the needs of the widest range of students, what should teachers consider when planning their instruction?

(Source: The IRIS Center, Peabody College Vanderbilt University, 2015)

CLICK HERE FOR VIDEO

What is UDL?“Consider the needs of the broadest possible

range of users from the beginning” (Architect, Ron Mace)

“A framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn” (CAST, 2011)

Principles of UDL

Action and Expression (How)

Engagement (Why)

Representation

(What)

Three Principles Including: Multiple means of:

Multiple Means of Representation

Language, Mathematical

Expressions, & Symbols

Provide Options for:

PerceptionComprehension

Multiple Means of Action & Expression

Physical Action

Provide Options for:

Executive Functions

Provide options for expression & communication

Multiple Means of Engagement Recruiting

Interest

Provide Options for: Sustaining Effort

& Persistence Self-regulation

What does UDL Looks like in the classroom?

10-Minute Video Presentation

CLICK HERE FOR VIDEO

Summary of UDL1. UDL is not a ONE SIZE FIT ALL approach to

instruction- It offers ALTERNATIVES FOR ALL STUDENTS.

2. UDL is not adaptations made to instruction DURING OR AT THE END OF A LESSON- It is INCORPORATED DURING THE PLANNING PHASE OF LESSONS

3. UDL does not promote ACCESS FOR SOME STUDENTS-It promotes ACCESS FOR ALL STUDENTS.

Activity UDL: Case Study (Mikey)

Imagine that you are Mikey’s reading teacher and you wish to improve his reading performance. Write one objective and formulae activities that address the three principles of UDL to teach that objective. Be sure to incorporate elements of explicit and specially designed instruction in your instructional plan.

Group Activity (4-6 persons per group)

UDL: Additional Resources1. The IRIS Center Peabody College Vanderbilt University:

http://iris.peabody.vanderbilt.edu/module/udl/#content

2. CAST: http://www.cast.org/our-work/about-udl.html#.VXb2UM9Viko

3. National Center On Universal Design For Learning: http://www.udlcenter.org/

Effective Instruction is one

component of Effective

Classroom Practices

Effective Classroom Practices Classroom practices can be classified into these

main categories:

1) General Instructional

2) Instructional Environment

3) Classroom Management

4) Content Specific Pedagogical (Brownell et al., 2009)

Generic Instructional

Practices

Effective Classroom Practices

General Instruction

al•Help students to make connections •Draw on students’ prior knowledge •Provide on-going Instructional support •Give feedback•Provide adequate and quality practice•Use direct instruction

Instructional

Environment •Engage students

actively and meaningfully •Enhance students’ motivation and interest •Provide continuous and intensive instruction

Classroom Managemen

t•Utilize classroom management plans and effective routines•Redirects behaviors and proactively address problem behaviors•Use effective strategies to reinforce positive behaviors •Create and sustain a warm and Supportive environment

Content Specific

Pedagogy •Influenced by domain-specific expertise, or knowledge about a specific discipline•E.g. Reading & Math instructional practices

QUESTIONS

Contact Information

Jonte A. Myers

Email: Jmye0511@ufl.edu/ Jontemyers@gmail.com

Telephone: 786-262-9258

References Brownell, M. T., Bishop, A. G., Gersten, R., Klingner, J. K.,

Penfield, R. D., Dimino, J.,& Sindelar, P. T. (2009). The role of domain expertise in beginning special education teacher quality. Exceptional Children, 75(4), 391-411.

CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author.

The IRIS Center Peabody College Vanderbilt University (2015)