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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: [email protected]/ [email protected]
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)