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

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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

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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

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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)

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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”

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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

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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

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Bridges the functional performance gap (motor, speech,

hearing, vision) to enable students with disabilities to participate in

the general education curriculum.

Assistive Technology

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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

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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