Vol. XIVIssue: 4

April/May 2010

Differentiated Writing Instruction for

Students with Autism Spectrum Disorders

20 Ways to Adapt the Science Lab

UDL 101 in the Early Childhood Environment

Have We Forgotten Discussion in

Adolescent Literacy?

T/TACTelegram

The

Telegram

The

3The T/TAC Telegram April/May 2010

In this IssueDifferentiated Writing Instruction for Students with Autism Spectrum Disorders7Everyone Means All: Differentiation in a Math Lesson for Students with Intellectual Disabilities920 Ways to Adapt the Science Lab11Planning the Journey

14Have We Forgotten Discussion in Adolescent Literacy?18

Michael Behrmann, Ed.D.Principal Investigatormbehrman@gmu.edu

Lynn Wiley, Ph.D.Director of T/TAC@GMU Academic Review & School Improvement, Early Childhoodhwiley@gmu.edu

Kay Klein, M.Ed.Assistant Director of T/TAC@GMU Effective Schoolwide Disciplinemklei1@gmu.edu

Nancy Anderson, M.Ed.Polices and Procedures Coordinator, Parent Coordinatornanders7@gmu.edu

Bonnie Bell Carter, Ph.D.Secondary Education & Mild/Moderate Disabilities Coordinator, Parent Coordinatorbcarter6@gmu.edu

Karen Berlin, M.Ed.Autism & Intellectual Disabilities Coordinatorkberlin@gmu.edu

Sheryl Fahey, M.A. Early Childhood Coordinatorsfahey@gmu.edu

Judith Fontana, Ph.D.Curriculum & InstructionProjects Coordinator, ICT, SIMjfontan1@gmu.edu

Kris Ganley, M.Ed.Early Childhood Coordinator, Autismkganley@gmu.edu

Soojin Jang, M.Ed.Assistive Technology Coordinatorsjang6@gmu.edu

Estela Landeros, M.Ed.Assistive Technology Coordinatorelandero@gmu.edu

Diane Loomis, Ph.D.Transition Coordinatordloomis@gmu.edu

Nikki Miller, Ed.D.Curriculum & Instruction Coordinatornmiller7@gmu.edu

Seunghun Ok, M.Ed.T/TAC Online Administrator sok@gmu.edu

Dionne Paul-Wiggins, MTA T/TAC Events Coordinatordpaulwig@gmu.edu

Jackie Petersen, MLS T/TAC Librarianjpetersk@gmu.edu

Sandra PriceAdministrative Office Supportspricec@gmu.edu

Jeff RichardsGraphic/Web DesignerJricharc@gmu.edu

Judy Stockton, M.A.Curriculum & Mild/Moderate Disabilities Coordinatorjstockt1@gmu.edu

Clare Talbert, M.Ed. T/TAC Online Coordinatorctalber1@gmu.edu

VDOE Region IV T/TAC at George Mason UniversityContact Information

Northwestern Consortium T/TACThis newsletter is a collaborative effort by the Northwestern Consortium of the T/TACs,

which includes James Madison University, co-directed by Cheryl Henderson and Melinda Bright, and George Mason University, directed by Lynn Wiley.

How to Build a Positive Parent, Professional Relationship that Benefits Everyone24

Carol Ann Tomlinson, Ed.D.

WHAT IS DIFFERENTIATED INSTRUCTION?

its most basic level, differentiation consists of the efforts of teachers to respond to variance

among learners in the classroom. Whenever a teacher reaches out to an individual or small group to vary his or her teaching in order to create the best learning experience possible, that teacher is differentiating instruction. Teachers can differentiate at least four classroom elements based on student readiness, interest, or learning profile: (1) content -- what the student needs to learn or how the student will get access to the information; (2) process -- activities in which the student engages in order to make sense of or master the content; (3) products -- culminating projects that ask the student to rehearse, apply, and extend what he or she has learned in a unit; and (4) learning environment -- the way the classroom works and feels.

Content. Examples of differentiating content [ . . . ] include the following:

(1) using reading materials at varying readability levels;

(2) putting text materials on tape;

(3) using spelling or vocabulary lists at readiness levels of students;

(4) presenting ideas through both auditory and visual means;

(5) using reading buddies; and

(6) meeting with small groups to re-teach an idea or skill for struggling learners, or to extend the thinking or skills of advanced learners.

Process. Examples of differentiating process or activities [ . . . ] include the following:

(1) using tiered activities through which all learners work with the same important understandings and skills, but proceed with different levels of support, challenge, or complexity;

(2) providing interest centers that encourage students to explore subsets of the class topic of particular interest to them;

(3) developing personal agendas (task lists written by the teacher and containing both in-common work for the whole class and work that addresses individual needs of learners) to be completed either during specified agenda time or as students complete other work early;

(4) offering manipulatives or other hands-on supports for students who need them; and

(5) varying the length of time a student may take to complete a task in order to provide additional support for a struggling learner or to encourage an advanced learner to pursue a topic in greater depth.

Products. Examples of differentiating products [ . . . ] include the following:

(1) giving students options of how to express required learning (e.g., create a puppet

show, write a letter, or develop a mural with labels);

(2) using rubrics that match and extend students’ varied skill levels;

(3) allowing students to work alone or in small groups on their products; and

(4) encouraging students to create their own product assignments as long as the assignments contain required elements.

Learning Environment. Examples of differentiating learning environment [ . . . ] include:

(1) making sure there are places in the room to work quietly and without distraction, as well as places that invite student collaboration;

(2) providing materials that reflect a variety of cultures and home settings;

(3) setting out clear guidelines for independent work that matches individual needs;

(4) developing routines that allow students to get help when teachers are busy with other students and cannot help them immediately; and

(5) helping students understand that some learners need to move around to learn, while others do better sitting quietly (Tomlinson, 1995, 1999; Winebrenner, 1992, 1996).

UDL 101 in the Early Childhood Environment20

4 The T/TAC Telegram April/May 2010

and the philosophy of teaching and learning you want to practice. Look for matches and mismatches, and use both to guide you.

• Create a mental image of what you want your classroom to look like, and use it to help plan and assess changes.

• Prepare students and parents for a differentiated classroom so that they are your partners in making it a good fit for everyone. Be sure to talk often with students about the classroom -- why it is the way it is, how it is working, and what everyone can do to help.

• Begin to change at a pace that pushes you a little bit beyond your comfort zone --neither totally duplicating past practice nor trying to change everything overnight. You might begin with just one subject, just one time of the day, or just one curricular element (content, process, product, or learning environment).

• Think carefully about management routines -- for example, giving directions, making sure students know how to move about the room, and making sure students know where to put work when they finish it.

• Teach the routines to students carefully, monitor the effectiveness of the routines, discuss results with students, and fine tune together.

• Take time off from change to regain your energy and to assess how things are going.

• Build a support system of other educators. Let administrators know how they can support you. Ask specialists (e.g., in gifted education, special education, second language instruction) to co-teach with you [ . . . ] so you have a second pair of hands and eyes. Form study groups on differentiation with like-minded peers. Plan and share differentiated materials with colleagues.

• Enjoy your own growth. One of the great joys of teaching is recognizing that the teacher always has more to learn than the students and that learning is no less empowering for adults than for students.

Dr. Carol Ann Tomlinson is William Clay Parrish, Jr. Professor and Chair of Educational Leadership, Foundations, and Policy at The University of Virginia’s Curry School of Education.

For More Information

Csikszentmihalyi, M. (1997). Finding flow: The psychology of engagement with everyday life. New York: Basic Books.

Danielson, C. (1996). Enhancing professional practice: A framework for teaching. Alexandria, VA: Association for Supervision and Curriculum Development.

Sternberg, R.J., Torff, B., & Grigorenko, E.L. (1998). Teaching triarchically improves student achievement. Journal of Educational Psychology, 90(3), 374-384.

Tomlinson, C. (1995). How to differentiate instruction in mixed-ability classrooms. Alexandria,VA: Association for Supervision and Curriculum Development.

Tomlinson, C. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development. Vygotsky, L. (1986). Thought and language. Cambridge, MA: MIT Press. Winebrenner, S. (1992). Teaching gifted kids in the regular classroom. Minneapolis, MN: Free Spirit.

Winebrenner, S. (1996). Teaching kids with learning difficulties in the regular classroom. Minneapolis, MN: Free Spirit.

This article is reprinted from: Differentiation of Instruction in the Elementary Grades. ERIC Digest. ERIC Identifier: ED443572; Publication Date: 2000-08-00; ERIC Digests are in the public domain and may be freely reproduced. Retrieved on March 25, 2010 from:http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/16/57/74.pdf

WHY DIFFERENTIATE INSTRUCTION [ . . . ] ? A simple answer is that students [ . . . ] vary greatly, and if teachers want to maximize their students’ individual potential, they will have to attend to the differences.

There is ample evidence that students are more successful in school and find it more satisfying if they are taught in ways that are responsive to their readiness levels (e.g., Vygotsky, 1986), interests (e.g., Csikszentmihalyi, 1997) and learning profiles (e.g., Sternberg, Torff, & Grigorenko, 1998). Another reason for differentiating instruction relates to teacher professionalism. Expert teachers are attentive to students’ varied learning needs (Danielson, 1996); to differentiate instruction, then, is to become a more competent, creative, and professional educator.

WHAT MAKES DIFFERENTIATION SUCCESSFUL?The most important factor in differentiation that helps students achieve more and feel more engaged in school is being sure that what teachers differentiate is high-quality curriculum and instruction.

For example, teachers can make sure that:

(1) curriculum is clearly focused on the information and understandings that are most valued by an expert in a particular discipline;

(2) lessons, activities, and products are designed to ensure that students grapple with, use, and come to understand those essentials;

(3) materials and tasks are interesting to students and seem relevant to them;

(4) learning is active; and

(5) there is joy and satisfaction in learning for each student.

One challenge for teachers leading a differentiated classroom is the need to reflect constantly on the quality of what is being differentiated. Developing three avenues to an ill-defined outcome is of little use. Offering four ways to express trivia is a waste of planning time and is unlikely to produce impressive results for learners.

There is no recipe for differentiation. Rather, it is a way of thinking about teaching and learning that values the individual and can be translated into classroom practice in many ways. Still, the following broad principles and characteristics are useful in establishing a defensible differentiated classroom:

• Assessment is ongoing and tightly linked to instruction. Teachers are hunters and gatherers of information about their students and how those students are learning at a given point. Whatever the teachers can glean about student readiness, interest, and learning helps the teachers plan next steps in instruction.

• Teachers work hard to ensure “respectful activities” for all students. Each student’s work should be equally interesting, equally appealing, and equally focused on essential understandings and skills. There should not be a group of students that frequently does “dull drill” and another that generally does “fluff.” Rather, everyone is continually working with tasks that students and teachers perceive to be worthwhile and valuable.

• Flexible grouping is a hallmark of the class. Teachers plan extended periods of instruction so that all students work with a variety of peers over a period of days. Sometimes students work with like-readiness peers, sometimes with mixed-readiness groups, sometimes with students who have similar interests, sometimes with students who have different interests, sometimes with peers who learn as they do, sometimes randomly, and often with the class as a whole. In addition, teachers can assign students to work groups, and sometimes students will select their own work groups. Flexible grouping allows students to see themselves in a variety of contexts and aids the teacher in “auditioning” students in different settings and with different kinds of work (Tomlinson, 1995, 1999).

WHAT IS THE BEST WAY TO BEGIN DIFFERENTIATION? Teachers are as different as their learners. Some teachers naturally and robustly differentiated instruction early in their careers. For other teachers, establishing a truly flexible and responsive classroom seems daunting. It is helpful for a teacher who wants to become more effective at differentiation to remember to balance his or her own needs with those of the students. Once again, there are no recipes. Nonetheless, the following guidelines are helpful to many teachers as they begin to differentiate, begin to differentiate more proactively, or seek to refine a classroom that can already be called “differentiated”:

• Frequently reflect on the match between your classroom

7

Shining Stars:

2010

Who Should AttendEarly Childhood Special Educators

Early Childhood EducatorsRelated Service Providers

ParaprofessionalsHead Start, Title I, and Even Start Providers

Early Head Start and Early Intervention ProvidersAdministrators

Families

Sponsored collaboratively byThe Virginia Department of Education

The Virginia Department of Education's T/TACsThe Partnership for People with Disabilities

The Virginia Head Start Collaboration OfficeVirginia Division for Early Childhood

Charting the Future for Today’s Children

Virginia’s Seventh Annual Early Childhood Conference

July 14th-16th, 2010 The Cavalier Hotel Virginia Beach, VA

Registration available beginning March 1, 2010 on www.ttaconline.orgMark Your Calendars!

For more information and to register for the conference, log onto: www.ttaconline.org

and click on the Events tab.

July 14th-16th, 2010

- NEW LOCATION -

The T/TAC Telegram April/May 2010

riting can often be a challenge and source of

frustration for students with Autism Spectrum Disorders

(ASD). Both written expression and graphomotor deficits have been identified as weaknesses for students with Asperger Syndrome (AS) or High Functioning Autism (HFA) (Whitby and Mancil 2009) with as many as 60% of individuals with AS/HFA displaying writing disabilities (Dickerson Mayes & Calhoun 2008). Likewise, handwriting of students with ASD may be sloppy or even illegible. Written expression for students with ASD can be impacted by organization and attention deficits, and graphomotor abilities can be impacted by motor planning, coordination difficulties, and information processing deficits (Barnhill et al., 2002). The result is that many students may protest writing tasks while others may willingly approach them but experience difficulty in completing them. To maximize writing outcomes, teachers will need to differentiate instruction for their students with ASD.

Important for all students is for the teacher to cultivate a positive climate for writing, but this is especially critical for students with ASD. According to Zimmerman, Bandura, and Martinez-Pons (1992), a student’s belief in his/her ability significantly impacts the amount of effort expended and the height of

achievement (as cited in Chapman, 2003, p. 10). Creating a positive environment includes supporting and encouraging whatever expressive attempts are made by students, whether scribbles, pictures, words, sentences, or a few lines. Also, a positive writing climate can be fostered by encouraging students to use alternative forms of expressions, such as a computer, word processor, or communication device. In addition, support can be offered through peers, classroom volunteers, teachers, and paraprofessionals who serve as scribes to students with ASD to record their thoughts and ideas expressed. Finally, teachers and peers can influence positive writing experiences and build confidence by providing specific constructive feedback on all writing attempts.

Once a positive writing environment has been established, differentiation for individual students with ASD might include some of the following considerations:

• Individualized instructional goals: Acknowledge the need for increased processing time, and implement time and work assignment modifications as needed.

• Choice making: Providing opportunities for choice

making will increase student engagement. Because an associated characteristic of ASD is a heightened display of interest in a narrow field of topics, students will engage the most when writing about topics of interest to them. Embedding choices throughout the writing process, such as preference to work in a group or alone, graphic organizers to be used, and selection of output device, maximize student participation and outcomes.

• Final product form: Because written work is an integral component of instruction across content areas, it is important to consider assistive technology to support students in expressing their ideas. In addition, a variety of final product forms can be offered for the student to choose. These can include but are not limited to oral responses, PowerPoint presentations, graphs and diagrams, mindmaps, storyboards, and flow charts.

• Vocabulary Instruction: Teaching vocabulary is important for all students,

Karen Berlin, M.Ed., VDOE T/TAC at GMU

9The T/TAC Telegram April/May 2010

but especially important for students with ASD for whom communication is a significant challenge. Attempt to maximize vocabulary that the student already knows and uses and expand from there.

• Model before writing: It is beneficial to take the time to work out a sentence or thought structure verbally or visually before having the student write it.

• Visually support the writing process: Use graphic organizers to help the student see the components of the writing assignment and provide visual prompts to support student thinking and expression. For example, start with one thought at a time and provide visual and/or verbal prompts to support the student thinking through what they want to say next.

• Use small, simple steps to teach the writing process: Break down and chunk information for students with ASD. Think about each step in the writing process and back up further.

It is important that students have specific writing instruction and activities each day, even if the process is difficult. To support teachers in differentiating writing instruction for students with ASD, a wide variety of resources can be found at T/TAC Online: http://www.ttaconline.org .

• To view the SOL Enhanced Scope and Sequence PLUS documents that include sample activities and lesson plans - click on your region; then on the SOL Enhanced

tab at the top; click on Search SOL+ Lessons (left margin); then choose a grade level for English.

• To access resources, including a wide variety of web-based resources - click on the Resources tab at the top; then enter “writing” within the search box.

Software and resources, such as Alternative Pencils, Buildability, Clicker 5, Co-Writer, Developing Minds, Draft Builder, Handwriting Without Tears, PixWriter, and Write OutLoud are available for check-out through your local T/TAC lending library.

References Barnhill, G., Hagiwara, T., Smith-Myles, B. & Simpson, R.L. (2000). Asperger Syndrome: A study of the cognitive profiles of 37 children and adolescents. Focus on Autism and Other Developmental Disabilities, 15, 146-153.

Chapman, C.M. & King, R. (2003). Differentiated instructional strategies for writing in the content areas, Corwin Press: California, p. 10.Dickerson Mayes, S. & Calhoun, S.L. (2008). WISC-IV and WIAT-II profiles in children with high functioning autism. Journal of Autism and Developmental Disabilities, 38, 428-439.

Whitby, P.J.S. & Manceil, G.R. (2009). Academic achievement profiles of children with high functioning autism and Asperger syndrome: A review of the literature. Education and Training in Developmental Disabilities, 44(4), 551-560.

Guest authors Melissa Ainsworth and Elizabeth Obester are educators

in Fairfax County (Virginia) Public Schools - Melissa as a classroom teacher at the secondary level and Elizabeth as an Assistant

Principal at the elementary level.  Each has a considerable history of special education classroom

experience and continues to work with students with significant intellectual disabilities.  They collaborate often to present

successful and practical instructional strategies from their own experience

around the state of Virginia.  This article is a follow-up to a recent presentation, ASOLs Everyday: Planning Your Math Instruction,

given in two regions of the state.

Classes in Virginia public schools can be quite diverse. For example, in one classroom for students with intellectual disabilities in which math ASOLs were taught, there were seven students. Of the seven, four spoke a language other than English at home, three of the seven were non-verbal, and two had significant physical disabilities. Additionally, their academic abilities ranged from emergent to early first grade skills. Despite this diversity, the students worked well together and many group lessons, where everyone participated and learned, were able to be conducted.

A favorite math activity was bowling. By using Universal Design and differentiation, students were able not only to bowl, but to work on their own individual math goals while building class spirit and team work. “When the content, materials, and teaching strategies are developed to

consider the needs of all students, including those with disabilities and other learning needs, educators are using what is known as ‘universal design’”(Snell & Brown, 2006, p. 493). In Universal Design, there will be many different ways for information to be presented, for students to engage with the material, and for students to express what they have learned (Snell & Brown, 2006). Differentiation is an overlapping concept that involves many of the same aspects as Universal Design with the addition of “varying the complexity and nature of content presented during the course of a unit of study” (Browder & Spooner, 2006, p. 25). This is a key concept because it allows for all students to participate in one lesson while each one is working on a potentially different goal. In the following math lesson, students are working on various goals, including communication and group skills, as well as the designated math concept of more than.

The lesson is structured in the LEARN lesson format, developed by Fairfax County Public Schools, which breaks the lesson into the following segments: Link (connect what students are about to learn to something they already know), Engage and Educate (this is the teaching portion of the lesson where new information is explicitly taught), Active Learning (this is largest portion of your lesson, where the students participate with hands-on activities), Reflect (the students review what they have learned; this section is student centered, not teacher directed), and Now and Then (bridge what the students just learned to other subjects,

other areas of practice or to something that is coming up).

Lesson: Bowling Math

Objective: Students will demonstrate an understanding of the concept of more than through a variety of measures as listed individually for each student.

Related ASOL: M-NS 1The student, given two sets containing 10 or fewer concrete items, will identify and describe one set as having more, fewer, or the same number of members as the other set, using the concept of one-to-one correspondence.

Materials:1. Plastic bowling set, easy to find

at a dollar store or yard sale, with numerals written in permanent marker on one side of them (letters can be written on the other for literacy activities)

2. Individual containers, such as pie tins, one for each student

3. Pompoms, colored chips, or other fillers

4. Calculators5. Pencils and paper

Link: Remind students of the bowling trip taken recently. Tell them that today we are going to do math bowling. (If you have not taken a bowling trip, you can link the activity to the concept of more that will be covered, or to a book you read where bowling was a part of it, etc.)

Engage and Educate: 1. Teacher says, “When we bowl,

we knock down pins. When we

Everyone Means All: Differentiation in a Math Lesson for Students with Intellectual Disabilities Melissa Ainsworth, M.A., M.Ed. and Elizabeth Obester, M.Ed.

10 11The T/TAC Telegram April/May 2010 The T/TAC Telegram April/May 2010

bowl, we try to knock down lots of pins because whoever knocks down the most wins. In order to know how many pins we knocked down we need to see who knocked down more pins.”

2. Show them a PowerPoint activity that is designed to teach the concept of more. Other options include using a software program, such as Early Learning: Math Skills, as a teaching tool, or you can use manipulatives or a book. The important aspect of this portion of the lesson is that the teacher is presenting and teaching the concept. Active Learning:

Here are the basics: Each student has several opportunities to roll the ball and knock down pins. Each student will get a colored pompom in their personal container for each pin they knock down.

Here is how the lesson is differentiated for each student:

Tier 1 (2 students): The students who fall into this tier have the most significant needs. Both of these students are non-verbal. One has very severe physical disabilities. For both of these students, use of their communication devices is a major focus of their IEPs, so each of these students will need to indicate “my turn” before they bowl. After they have had the opportunity to knock down pins, they will have help to pick up the pins they knocked down. As they are picked up, the adult working with them tells each of them to be counting in their heads while the adult counts aloud. Once the pins have been counted, a pompom is placed in their individual containers, right in front of the students, and the expectation is that the students count again while the adult counts aloud.

They will then indicate which of the two of them has more than the other with adult support.

Tier 2 (2 students): The students who fall into this tier are both verbal and have limited number identification skills. After they have bowled and knocked down the pins, they have the opportunity to identify the numbers written on the pins – however, this is not the focus of this lesson, this is more incidental learning. The students will then help count the pompoms as they are put into their individual containers, noting the quantity of pins they have knocked down and who has more of the two of them.

Tier 3 (3 students): The students who fall into this tier have some higher math skills than the students in the other two tiers. So in order to maximize their experience they will approach the bowling a little differently. After these students have had the opportunity to bowl, they will write down the numbers on the pins they knocked down. Then, with a calculator, they will add up the numbers and get a total for each turn. At the end of the lesson they will use the calculators to add up the totals for each turn to get a final number. These students will also get to put pompoms in their individual containers for each pin they knocked down. These students can compare between the students who’ve just bowled to see who has more, as well as, comparing their own scores between turns.

Reflect: In this section of the lesson, the students will review and again apply their learning. The students in Tiers 1 and 2 will look at a range of individual containers and determine which container has more than the others. Tier 1 students will have a range of two containers with obvious differences in amounts to look at in order to determine more than.

Tier 2 students will have three or four containers to look at in order to determine which one has more than. Students in Tier 3 will compare their final calculations to determine who has the biggest number and therefore more than the others. Also, they may look at the individual containers for each student and determine who has more than their classmates. Now and Then: Remind students that they can see more than all around them. Give them some examples such as: Who got more fries in their lunch? Which bus has more students on it? Tell them to be on the lookout for more! Through Universal Design and differentiating lessons, it is entirely possible for all students, despite individual skills, goals and needs, to participate meaningfully in a group lesson that will build team work and class unity, as well as, group dynamic skills.

References:

Browder, D.M., & Spooner, F. (2006). Teaching Language Arts, Math, & Science to Students with Significant Cognitive Disabilities. Baltimore: Paul H Brookes.

Early Math Skills software http://www.marblesoft.com/products.php?title=2

Snell, M.E., & Brown, F. (2006). Instruction of studemts with severe disabilities (6th ed.). Upper Saddle River, New Jersey: Merrill Prentice Hall.

Universal Design for Learning http://www.cast.org/research/udl/index.html

Too often, students with disabilities, especially those with more moderate and significant disabilities, are excluded from the rich and complex experience of the science lab. This is unfortunate as many a science teacher would argue that if students are not engaged in hands-on science, then they are not really “doing” science. In other words, science is about learning ideas and concepts, studying vocabulary, and understanding theories, but it is also about observation, exploration, and discovery.

Another reason to give all students access to lab work is to pique their interest and enhance their learning. It is widely accepted that students who participate in labs and other hands-on science activities will remember the material better and be able to transfer the learning across situations and lessons. Students who have learning difficulties or differences often are more on task during hands-on activities because there are often a wider variety of ways to participate and the active and social nature of the science lab keeps students engaged and interested. Finally, lab work helps all students hone social and communication skills, making it ideal for learners with disabilities who may need help with asking and answering questions, taking turns in a conversation, or knowing how to enter a discussion.

Having shared all of these benefits, many learners will need adaptations or modifications in order to be successful in a lab situation. Twenty ideas that can help you support diverse learners in your science classroom are offered here:

1. Be explicit about what you want students to know and do in each lesson and model what you want to see (e.g., language, behaviors, techniques, safety procedures) in the lab.

2. Post expected “lab behavior” on a poster or chart that is clear for all to see- emphasizing, of course, safety guidelines. Draw students’ attention to this information every time they work in the lab.

3. Organize your lab around big questions that all students can answer in some way. For instance, the question, “What is a rock?”, can be answered on many different levels. One learner will be able to show or give an example of a rock while other learners will learn that it is “consolidated mineral matter”.

4. Be sure to create very clear step-by-step directions for the lab. If needed, provide a checklist or even an illustrated checklist of steps.

5. Instead of pairing students alphabetically or randomly, think about individual needs to determine best partnerships. You might also give students a questionnaire to find out not who they want to work with but who they think they can work effectively with. Get suggestions from them but make the final decisions based on your observations. Some learners might have difficulty working with new or unfamiliar people. You may want to pair these students with a familiar peer.

6. Give different students different roles based on their strengths. For example,

a student who is a strong writer might take notes for the group, while a student who enjoys public speaking might present the group’s findings to the class. You can also assign roles based on student needs. For instance, an individual who needs more practice with social skills might be asked to serve as the group facilitator.

7. Some students may be better served by working across groups instead of within a group. For instance, if measurement is a skill you are focused on, you might have a learner go to each group to measure and pour liquids. If calculations are a target skill, perhaps an individual can help each group check and re-check their work.

8. If the experiment or lab requires procedures that are complicated or has directions that are easily misunderstood, be sure to clearly demonstrate these pieces in front of the students.

9. If reading the supporting materials will be a challenge for one or more learners, consider simplifying the directions, highlighting key words, or adding icons, tables, or photos to the text.

10. If you work with students who struggle with the writing requirements of labs, allow all or some to use portable word processors or to speak observations and findings into a tape recorder or digital voice recorder.

11. Add additional roles or tasks for students who are working on individual goals that would not

Ways to adapt the science Lab

© 2008 Paula Kluth, Ph.D.

12

2009 – 2010 Special Education Parent Involvement

SURVEY

All parents of school-aged children and youth who receive special education services in Virginia’s schools are encouraged to complete the Department of Education’s annual Parent Involvement Survey. This is a great opportunity for parents to provide input to help guide efforts to improve services and outcomes for their children. Your responses will be kept anonymous and never be personally linked to your child. The results of this survey will be made available to the public.

The survey will be available from April 5, 2010 to September 30, 2010.

This online survey can be found at: http://www.surveymonkey.com/s/Parent-Involvement-2010E

If you are unable to take the survey online, your child’s school will provide paper versions for your use. All paper versions of the survey will include a pre-addressed postage paid return envelope. All responses will be sent directly to the Virginia Department of Education.

If you have any questions related to the Parent Involvement Survey, please call Gloria Dalton (Gloria.Dalton@doe.virginia.gov) at the Virginia Department of Education at (804) 371-7420.

Si usted tiene alguna pregunta relacionada con la encuesta acerca de la Participación de los Padres o desea una copia de la encuesta en Español, por favor llame al Centro de Padres que abogan por la Educación Especial de sus Hijos (PEATC) al 1-800-869-6782

The T/TAC Telegram April/May 2010

typically be addressed during lab. If a student is learning to use a new communication device, for instance, you might ask students to allow that individual to direct or, at least, introduce the activity with pre-programmed messages on their device.

12. Look for a range of materials that diverse learners can access to understand the key concepts or ideas being explored in the lab. For a lab on dissecting frogs, for instance, you might have a plastic model of a dissected frog, books on frogs, and an on-line virtual dissection available to learners who need extra support.

13. Provide more durable materials, if needed. Plastic beakers might be a better choice than glass ones for some learners, for instance.

14. When necessary, incorporate adapted materials such as talking thermometers and laboratory glassware with raised numbers.

15. Play with technology as a support for diverse learners. For example, digital cameras can help students record steps of an experiment.

16. For those who need repeated practice or extra materials for review, you might record experiments and give them to certain learners to view. Or you can post parts of your labs on a classroom website for all to see.

17. Reduce the writing component of the lab work. Instead of asking for the purpose, materials, procedure, and the conclusion, you might have some students responsible for writing only the conclusions. Or you might prepare a set of guided notes (a map or outline of the lab notes) for some learners; these students would only need to fill in the blanks where content is missing or finish diagrams or charts that have been partially completed.

18. Allow students to report their findings in a variety of ways. They might choose from writing a description, drawing a diagram, or explaining findings to a peer.

19. If a particular student needs supplemental activities or supports during the lab, he or she might spend some class time away from the lab gathering information that can be brought back to the whole group. For example, a student an interactive science website (gathering related information) or looking at photographs related to the lab.

20. To challenge some learners, ask them to design a new experiment or to extend their experiment.

This article was reprinted from http://www.paulakluth.com/articles/20wayslab.html with permission from the author. For more information, see www.paulakluth.com ; Facebook Fan Page: Paula Kluth or contact the author at paulakluth@gmail.com .

15The T/TAC Telegram April/May 2010

If it weren’t for students impeding our progress in our race to the end of the term, we could certainly be sure of covering the material. The question, however, is not whether we as teachers can get to the end of the text or the end of the term, but whether our students are with us on that journey. (Cross, 1995 p. 416)

Getting there is the focus of this article. It is based on the premise from Universal Design for Learning (UDL) that reminds us that “Diversity is the norm, not the exception.” (http://www.udlcenter.org/aboutudl/whatisudl).

With or without a disability label teachers should expect students to have differences in:

• Prior knowledge of the content

• Language proficiency

• Reading proficiency

• Socio-economic status

• Family expectations

• Cultural expectations

• Motivation to learn

• Extenuating circumstances such as learning or other disabilities.

To plan for all is the challenge. The primary resources for this article are SMARTER Planning© from the University of Kansas Center for Research on Learning (Lenz, Deshler & Kissam, 2004) and the theories of differentiation promoted by Tomlinson (2001, 1999).

Please see Table 1 on page 16 for an overview of how these two approaches complement each other.

Tomlinson (1999) suggests that to meet the instructional needs of a diverse population we may differentiate:

• Content: What the students learn

• Process: Strategically varying and/or layering our instructional techniques

• Product: How students demonstrate what they have learned by providing assessment and product options that allow for individual talents or interests

She suggests we consider a student’s

• Readiness, for the content

• Interest in the content or how we might pique that interest

• Learning profile, to include preferred modality, or required accommodations

The principles of SMARTER Planning© provide a guide for operationalizing these theories. The A-R-T of SMARTER is highlighted here as a planning guide. Analyzing for learning difficulties according to your students readiness, interests and learning profiles is a proactive approach. Take a close look at the concepts, themes, vocabulary, and skills required for the student to be able to access, organize, recall, or respond successfully to the next segment of content.

Student readiness: To determine student readiness for the content requires not only knowledge of the students’ prior knowledge and skills, but an analysis of the instructional materials available to us. What is the readability or lexile rating of the text? Is the textbook well organized and/or visually appealing? Do headings and subheadings reflect the main idea of the passages? Is there an introduction to the critical concepts? Is it a narrative, a visual or both? Is there a final summary of critical concepts? Can every student be expected to read it? How much of the vocabulary will be new for some or all of the students? Do all of my students have the prerequisite math reasoning skills? Irvin, Buehl and Radcliff (2007) have created a checklist to assist teachers to analyze textbooks. Another option for textbook analysis is the Checklist for Considerate Text Characteristics and its companion piece TRIMS (Lenz, Deshler & Kissam, 2004, 362-365).

Student interests: Ask yourself what is going on in the community or their world that has a connection to the content? Turning to the right brain, music, art, and even sports can be the hook to get your students to investigate an era or solve a problem.

Fashion, hair styles, and cosmetics have socio-cultural connections and thus can lead to history and geography and even science. Sports are a versatile avenue to connect to content. Post a riddle: How is a football game like a joust? Either can lead to the perennial math question- “If two trains (or football players or horses) leave at the same time…” Music? Ballads might be used in your poetry unit. Also music can reflect an era or an event (for example, ragtime for the Roaring Twenties or Over There by George M. Cohan for World War I). Think about playing music during the change of classes. (Note: Remember to preview all lyrics.) Get to know your students via interest surveys and conversations. You are only limited by your imagination.

Finally, think about students’ learning profiles: Two are English language learners; what other issues will need to be addressed? Two others are struggling readers and learning disabled. The textbook is not student-friendly, ask, “How will I approach this Great Wall of Content?”

Reach enhancement decisions by considering how you will vary, or integrate strategies, routines and/or technology, into the process of instruction. Before balking at the thought of creating 8 plans for 25 students consider the guidelines promoted by the National Center for Universal Design for Learning. (http://www.udlcenter.org/aboutudl/udlguidelines). UDL calls for multiple means of representation, action, expression, and engagement. The scope of this article precludes an in-depth

discussion of UDL. Suffice it to say that if you are proactive in your basic approach to providing information in multiple modalities, use a variety of techniques to engage all your students, and can offer choices you are likely to alleviate part of the need for differentiation. Some thoughts on variety include but are not limited to:

• Multiple sources for the same content

○ Different formats: online, reduced or increased readability, books on tape/CD, and books on line

• Multiple levels of sophistication or depth of content

• Multi-sensory instruction i.e. videos, lecture with visuals, non-linguistic representations like graphic organizers, and visual links for recall.

• Options for demonstrating mastery- include but are not limited to

○ Projects with clear rubrics for guidelines

○ Tests read aloud, or on tape, and an oral response option

○ Diagrams, essays, and/or graphic organizers

○ Lists or tables

Teach strategically by implementing the instructional decisions you made based on your analysis of the content and the readiness, interests, and profiles of the students. Remember that all learning activities should lead to the objectives and help the students access, organize, recall, or respond to the content.

Good instruction is an ART. It requires planning. Good instruction for a diverse population of students requires very

thoughtful planning, a deep knowledge of the content, a deep knowledge of the students, and a willingness to search for alternate resources.

References

Cross, P. (1995). Personal communication. In D. D. Deshler, E. Ellis & K. Lenz, Teaching Adolescents with Learning Disabilities: Strategies and Methods. (2nd ed. p. 416). Denver, CO: Love Publishing Company.

Irvin, J., Buehl, D., & Radcliffe, B., (2007). Strategies to enhance literacy and learning in middle school content areas classrooms. Boston, MA: Pearson, Allyn & Bacon.

Lenz, B.K., Deshler, D.D. & Kissam, B.R. (2004). Teaching content to all: Evidence-based inclusive practices in middle and secondary schools. Boston, MA: Pearson, Allyn & Bacon.

National Center for Universal Design for Learning: About UDL Retrieved February 15, 2010 from http://www.udlcenter.org/aboutudl/udlguidelines

Tomlinson, C.A. (2001). How to differentiate instruction in mixed ability classrooms (2nd Ed). Alexandria, VA: Association for Supervision and Curriculum Development. Tomlinson, C.A. (1999) The Differentiated Classroom: Responding to the Needs of All Learners. Alexandria, VA: Association for Supervision and Curriculum Development.

SMARTER Planning© Principles

The acronym SMARTER© is a first letter mnemonic device to cue reflective planning (Lenz, Deshler & Kissam, 2004). Each letter represents a big idea which integrates with planning and teaching routines. The big ideas below are expanded upon in this article.

S shape the critical questions

M map the critical content

A analyze for learning difficulties

R reach enhancement decisions

T teach strategically

E evaluate master

R revisit outcomes

Judith L. Fontana, Ph.D., VDOE T/TAC at George Mason University

16 The T/TAC Telegram April/May 2010

SMARTER Planning©Lenz, Deshler & Kissam (2004)

DifferentiationTomlinson (2001 and 1999)

S: Shape the critical questions: What should every student know at the end of the lesson, week or unit?

What will my assessment cover?Begin with the end in mind.

Content: Clarify critical concepts, principles. & facts students need to know

Assessment is a road map for planning. Begin with the end in mind. What options for assessment might be considered?

M: Map the critical content:How will I present the content? What are the topics and subtopics? How will I organize these for the students?

Readiness/Interest/Learning profile: Consider how to help students make connections between critical concepts and among themes and facts.

A: Analyze for learning difficulties:This may include a close look at instructional materials for readability, presentation and text structure as well as consideration of prerequisite skills or knowledge in light of expectations. What pitfalls have other students encountered in this unit?

Readiness/Interest/Learning profile: Consider the demands of the content, as well as the readiness, interest and learning profiles of the students. (Tomlinson, 1999).

R: Reach enhancement decisions AKAPlan your work:What strategies, methods or materials will be best for individuals, certain small groups, and/or the whole class?Cue students as appropriate, to use learning routines, or strategies they can use independently.

Process: All students should be challenged to critical and creative thinking. Some students may need more support than others. Activities may be whole class, small group and/or individual.

How will I differentiate the process, content and/or product?

T: Teach strategically AKA Work your plan:Based upon defined objectives, assessments, perceived difficulties and enhancement decisions.

Make sure the learning activities are directly relevant to the objectives and goals that have been defined.

E: Evaluate mastery: What does my assessment tell me about their learning? My instruction?

Product: Assess for mastery of the content. Provide choice, or direct options according to student strengths.

R: Revisit outcomes. Do I need to re-teach or review?

Reflect on student performance according to differentiated content, process or product in light of learning goals. Use data to guide instruction.

Teachers need to understand students to best tailor instruction to meet their needs. So, go straight to the source and let students tell you -- on camera -- who they are. Get hold of a small, hand-held video camera, such as a Flip Video Camcorder, either borrowed from T/TAC or purchased yourself, and give students creative rein to put together videos about themselves as learners.

Small pocket-sized, hand-held video cameras are very simple to use. You turn it on, press the red button to record, once to stop; then you press play to review your video. Students can hold it in front of their faces and tell you about their interests, their learning styles, what strategies and accommodations work for them, and anything else they want you to know but might say better to the camera lens than to you. They can record at home or while pursuing activities that

matter to them—anything that will present a particular and well-rounded view of themselves as people with capabilities, interests, and unique needs and styles.

The Virginia Department of Education’s I’m Determined project has pioneered using a small hand-held video camera to create a “One Pager” that students make to share with teachers or incorporate into a presentation about themselves at their IEP meetings. Go to www.imdetermined.org; click on Student Involvement in the IEP, then Teaching Tools, and finally One Pager Template for a slide in which to insert the videos students make with the video camera. In addition to highlighting student interests, learning style, and other characteristics and needs; using the “One Pager” with a video camera provides an additional product option choice for

students to share this important and helpful information.

Although the “One Pager” was developed as a student involvement tool for IEPs, schools have begun to use it as a differentiation tool for all students.

Small hand-held video camcorders may be purchased at numerous department or electronics stores and on-line. A limited number may be borrowed for free from your regional T/TAC. In Region 4 contact: Diane Loomis at dloomis@gmu.edu; in Region 5 contact: John McNaught at mcnaugjt@jmu.edu. Tutorials for use of the video camcorder are also available on the I’m Determined web site.

Let the YouTube generation connect in their own way, and you will get a fuller picture of your students in more ways than one.

The “One Pager” – a Creative Tool for Differentiation

Diane Loomis, Ph.D., VDOE T/TAC @ GMU

Table 1: Complementary approaches to planning for a diverse population

18 19The T/TAC Telegram April/May 2010 The T/TAC Telegram April/May 2010

dolescents entering the 21st Century are expected

to need more advanced literacy skills than previous

generations to prepare them for the workforce and to handle the flood of information in a technological society. At the same time, secondary literacy instruction has not kept pace with today’s demands for academic literacy. It is estimated that approximately 8.7 million fourth through twelfth graders struggle with reading and writing as they move through K-12 grade levels (Kamil, 2003).

The overall goal for academic literacy instruction for adolescents is to increase their abilities to comprehend complex text, not just to identify facts or literal meaning, but to be able to make deeper interpretations, generalizations, and draw conclusions (Applebee, 2003).

Students will then be able to use texts as tools to:

• Learn new vocabulary in the content area

• Link ideas across texts

• Make inferences from texts

• Identify and summarize important ideas in text

• Think and construct answers to questions from embedded text information

• Acquire sophisticated reading and thinking strategies in order to learn essential content

The recommended practices for teachers to improve adolescent literacy include:

1. Build essential content knowledge including explicit vocabulary instruction.

2. Provide direct and explicit comprehension strategy instruction and supported practice.

3. Provide opportunities for extended discussion of text meaning and interpretation.

4. Increase motivation and engagement in literacy learning.

5. Make available intensive individualized interventions to teach basic reading skills for struggling readers provided by qualified specialists. (The National Center for Educational Evaluation and Regional Assistance (IES), 2008)

Using extended discussion to differentiate instruction for a range of learners is highly recommended for both vocabulary development and comprehension and for building sophisticated literacy skills. There is research evidence that language and verbal restatement of ideas from text have a strong positive effect on student learning and that group interactions and discourse help students recall information, and engage in problem solving and higher level thinking (Wilkinson & Anderson, 1995; Wilkinson & Gung, 2002). The findings suggest that when students discuss text ideas for extended periods of time, are prompted by open-ended

or structured questions, focused but not dominated by the teacher, students have improved comprehension and learning outcomes. In addition, classrooms that provide many opportunities for students to work together have stronger literacy growth (Langer, 2001).

Moreover, these findings have significant implications for teaching as current secondary course content demands have reduced amounts of time spent for sustained discussion to explore topics in depth. A large study of middle school and high school classrooms, found 1.7 minutes out of 60 for discussion with a variation from 0-14 minutes. Most secondary classrooms also have, predominantly, a traditional discourse interaction between the teacher and the students (IRE. . . Initiate, Respond, Evaluate). In this traditional discourse pattern, teachers initiate a discussion topic (usually by posing a question), to which students raise their hands and someone is called on by the teacher to give a response. The teacher evaluates the response and provides a response and starts the sequence again. Research by Cazden (2001) and others has shown that teachers talk for more than 2/3 of the time, a few students contribute most of the answers, and boys and those sitting in the front and center are most likely to contribute (Cazden, 2001; Alexander, 2006). Many students are unengaged and lack motivation and rarely talk in class.

By contrast, in interactive discussion, all students are included. Students determine the direction and focus of the discussion by giving their

interpretation and ideas, listening to others, and negotiating meanings through the discussion. The teacher’s role is more of facilitator who responds to students’ ideas by scaffolding comments for deeper thinking or providing guidelines or purpose for the discussion. Students also learn to listen for an opening in the discussion to join the conversations so they tend to engage more fully as a listener and participant.

When the interactive discussion is in a small group with peers, students are observed to take different roles: spontaneous helping, teaching or tutoring, giving reciprocal critiques of ideas, and collaboratively solving problems. Exploratory talk helps students learn to express ideas more clearly and concisely, practice using content area vocabulary, and construct shared meanings about content and/or text.

The reason to use extended discussions to differentiate instruction is to help a range of learners to engage more purposefully in instruction and to support development of academic literacy skills and content learning. Some considerations to keep in mind when establishing quality discussion include the following:

1. Carefully pre-plan for discussion

• Look for one or more short text selections of various readability levels or a short text book selection.

• Or use a visual artifact or interesting Big idea that will elicit multiple interpretations

• Identify questions that engage students in reflection or connection to their own experience or something a

reader might wonder about.

• Identify a purpose or product and set clear expectations for each discussion and the discussion process itself.

• Consider vocabulary or comprehension aspects.

2. Provide a task or discussion format

• Read selections individually, together, whole group, small group, interest group.

• Is teacher role facilitating, redirecting, or modeling thinking, observing?

• Are any specific strategies being introduced or modeled? Initially some strategies may be necessary to get students used to talking and listening and giving more elaborated comments, for instance, passing a talking stick, turn taking checks, or using specific activities. An activity example includes “He said; she said; I think”: Before offering their own idea, a student listens, restates what 1-2 people have said and then offers his/her idea. The purpose of this is to have the students listen to others and then connect what they are sharing to what has been said before.

• Teacher or students use follow-up questions to encourage more elaborated

responses like: “Why do you think that? Was there something you saw in the text that suggested that idea? What does this (student comment) suggest about…….. (big idea of reading or topic)?” Students can have a sample question list to work from when they are learning to ask follow-up questions.

3. Develop and practice using a specific discussion protocol or graphic organizer or reflection sheet or journal system

• Select an organizer or activity to use at different points in the discussion process during the reading, prior to, or after the discussion. (For example, you might use “post-it notes” individually at different points in the text reading and a group response graphic organizer.)

The goal of discussion is to encourage students to elaborate their responses to reflect deeper understanding, connection of ideas, and personal connections, and to invite multiple perspectives. The goal is not to reach consensus (The National Center for Educational Evaluation and Regional Assistance (IES), 2008).

Finally, extended discussion is a powerful way to differentiate instruction and to improve reading, writing, and thinking across courses. Obviously, with the current curriculum, standards, and general time constraints, teachers face many pressures when organizing their instruction, but leaving opportunities for quality discussion out of the plan misses the chance for many learners to access the instruction and improve their academic literacy.

Have We Forgotten Discussion in Adolescent Literacy?

Nikki Miller, Ed.D., VDOE T/TAC at George Mason University

20 The T/TAC Telegram April/May 2010

References and Resources

Alexander, R. (2006). Towards dialogic teaching: Rethinking classroom talk (3rd ed.). Cambridge, UK: Dialogos.

Applebee, A., Langer, J., Nystrand, M., & Gamoran, A. (2003). Discussion-based approaches to developing understanding: Classroom instruction and student performance in middle school and high school English. American Educational Research Journal, 40, 685-730.

Cazden, C.B. (2001).Classroom Discourse: The language of teaching and learning (2nd ed.). Portsmouth, NH : Heinemann.

Kamil, M. (2003). Adolescents and Literacy: Reading for the 21st century. Washington DC: Alliance for Excellent Education.

Langer, A. (2001). Teaching middle and high school students to read and write well. American Educational Research Journal, 38, 837-880.National Center for Education Statistics (2007) National Association for Educational Progress (NAEP) Data Explorer. Retrieved June 2009 from nces.ed.gov/nationsreportcard/lttdata/report.

National Center for Educational Evaluation and Regional Assistance (IES). (2008). Improving Adolescent Literacy: Effective classroom and intervention practices. US Department of Education. http://ies.ed.gov/ncee/wwc/pdf/practiceguides/adlit_pg_082608.pdf

National Institute for Literacy: National Institute of Child Health and Human Development. (2007). What content-area teachers should know about adolescent literacy. http://www.nifl.gov/publications/pdf/adolescentliteracy07.pdf

Wilkinson, I.A.G. & Anderson, R.C. (1995). Sociocognitive processes in guided silent reading: A microanalysis of small-group lessons. Reading Research Quarterly, 30, 710-740. Wilkinson, I.A.G. & Fung, I.Y.Y. (2002). Small-group composition and peer effects. International Journal of Educational Research, 37, 425-447.

Wilkinson, I.A.G, Soter, A.O. & Murphy,P.K. (2010). Developing a model of quality talk about literary text. In MG. McKeown & L. Kucan (Eds.), Bringing Reading Research to Life (pp.142-169). New York: Guilford Press.

onsider for a moment a typical state-sponsored early childhood classroom for four-year-old

children. To qualify for the program, a child must be four by September 30th. Within the classroom, there may be a child whose birthday is September 29th, and one whose birthday is on October 1st. Therefore, a student who is turning four at the end of September could have a classmate who is essentially a year older. The difference a year can make between two children consists of many developmental milestones and growth variations. Added to the mix in the classroom are

students with differing backgrounds, experiences, cultures, and languages. And as more students with disabilities are educated with their peers, it is common to see them enrolled in these programs as well. This is a common picture of many early childhood communities. How then do teachers meet the needs of so many, while considering the individual strengths and contributions of each student and still meet learning standards and goals for both students and the program?

Universal Design for Learning (UDL) is a blueprint or framework

for supporting all learners (of any age). The three principles of UDL, as put forth by the Center for Applied Special Technology (CAST), the designers of UDL, call for:

• Multiple means of representation, to give learners various ways of acquiring information and knowledge;

• Multiple means of engagement, to tap into learners’ interests, offer appropriate challenges, and increase motivation; and

• Multiple means of action and expression, to provide learners alternatives for demonstrating what they know. (CAST, 2009, p. 1)

For the early childhood world, UDL suggests that instructional design encompass a range of flexible learning materials and activities. These learning materials and activities should incorporate a variety (visual, auditory, kinesthetic, tactile) of opportunities and ways to access the curriculum goals and learning objectives, offer multiple methods by which to process information, and include a range of methods for students to demonstrate their knowledge and learning. To put it simply, UDL encourages early childhood environments to exhilarate children’s senses with exciting, engaging, and authentic learning opportunities; to give them the ability to create, explore, and manipulate materials; and to participate in diverse and meaningful learning experiences at the level and comfort dictated by their strengths and needs.

Sheryl Burgstahler suggests that universal design can be applied to all aspects of instruction—teaching techniques, curricula, assessment—as indicated in the following guidelines: • Class Climate. Adopt practices that

reflect high values with respect to both diversity and inclusiveness.

• Interaction. Encourage regular and effective interactions between students and the instructor and ensure that communication methods are accessible to all participants.

• Physical Environments and Products. Ensure that facilities, activities, materials, and equipment are physically accessible to and usable by all students and that all potential student characteristics are addressed in safety considerations.

• Delivery Methods. Use multiple, accessible instructional methods that are accessible to all learners.

• Information Resources and Technology. Ensure that course materials, notes, and other information resources are engaging, flexible, and accessible for all students.

• Feedback. Provide specific feedback on a regular basis.

• Assessment. Regularly assess student progress using multiple, accessible methods and tools and adjust instruction accordingly.

• Accommodation. Plan for accommodations for students whose needs are not met by the

instructional design. (Burgstahler, 2008, p. 5)

Many of these guidelines fall into the three principles of UDL, but may not be obvious areas of consideration when using the framework to develop teaching design.

So what do the guidelines and suggestions look like in action in an early childhood classroom? Let’s take a look at an activity that occurs on a daily basis in preschool classrooms and see how the planning and facilitation of the activity interface with the UDL framework.

Activity: Reading a book during large group or circle timeOften the activity looks like this: The teacher sits in front of the students with a book in hand or on an easel. She/he talks about the front and back of the book, the author, the title, and maybe the illustrator. The book is read, and questions are asked. There may be a follow-up activity related to the plot or the characters in the book.

Using the UDL framework, some questions that teachers should ask themselves while planning for this type of activity are presented in Figure 1. These questions will help ensure that UDL principles are a component of their teaching design.

Margaret Vaughan, M.Ed., VDOE T/TAC at Virginia Tech

22 The T/TAC Telegram April/May 2010

Multiple Means of Representation Multiple Means of Engagement Multiple Means of Expression

-What other formats can I use to enhance or replace this book? -Can I find multiple copies of the book to allow better access for students? -Do I need to add visuals to the book to assist in understanding?-Are the pictures in the book abstract or more concrete, and how can I change that to reach children on differing levels of understanding?-Should I try a completely new format, such as a PowerPoint book or slide show?-Is there software I can use to supplement and enhance this story?-How can I use differing sensory sensations during this activity? (tactile, visual, auditory, kinesthetic)

-What else might I need to do to engage ALL students? -What do I need to do to make this a community of learners where all students are members, particularly in each other’s eyes? -How do I ensure that this activity is not designed for one “level” of student?-How can I make this experience unique and exciting?-Will the group size matter? Should I change that?-Does the activity include movement? If not, how can I add that component?-How long have the children been sitting up to this point? Let me consider that.-Has there been a good balance of teacher-directed and child-directed activities up to this point?-How can I encourage student involvement and discussion?-What is students’ prior knowledge with this information? (Without a solid formation of prior knowledge, children cannot learn new information.) How will I/do I gather this information?-What kind of feedback and encouragement can I offer to students who need it?

-Have I provided enough time for students to express themselves in relation to this activity?-What are some of the forms that expression could take? (talking, writing, reciting, illustrating, selecting, describing, reporting, following directions, showing, etc.)-If I have provided directions, have they been as clear and as simple as possible?-How can I facilitate these experiences?-Do I have the means to allow EVERY student the ability to communicate and interact in some way with peers and teachers?

Figure 1

The population of students in classrooms everywhere will continue to grow more diverse. Striving to reach the needs of all students should continue to be an idea that needs to be front and center on our radar as professionals. UDL is an avenue that can continually assist with that challenge. The more familiar teachers are with its components and guidelines, the easier it will become to use it as an integral component of their classroom blueprints.

To learn more about UDL, please visit the following websites:

www.cast.org — Center for Applied Special Technology (CAST)CAST is a nonprofit organization that works to expand learning opportunities for all individuals, especially those with disabilities, through the research and development of innovative, technology-based educational resources and strategies.

www.design.ncsu.edu/cud - Center for Universal Design, North Carolina State University - This is a national information, technical assistance, and research center that evaluates, develops, and promotes accessible and

universal design.

http://www.washington.edu/doit/Brochures/Academics/equal_access_udi.html -Equal Access: Universal Design of Instruction http://www.ccids.umaine.edu/ec/growingideas/univdestip.htm Growing Ideas – Increase Access: Universal Design in Early Care and Education - This site provides some ideas about UDL and early childhood.

References: Blagojevic, B., Twomey, D., & Labas, L. (2002). Universal design for learning: From the start. Retrieved December 15, 2009, from: http://www.ccids.umaine.edu/resources/facts/facts6/udl.htm

Burgstahler, S. (2008). Universal design in education: Principles and applications. Retrieved December 15, 2009, from http://www.washington.edu/doit/Brochures/Academics/ud_edu.html

CAST. (2009). What is universal design for learning? Retrieved December 15, 2009, from http://www.cast.org/research/udl/index.html

Conn-Powers, M., Cross, A.F., Traub, E.K., & Hutter-Pishgahi, L. (2006). The universal design of early education: Moving forward for all children. Beyond the Journal: Young Children on the Web, 61, 1–9. Retrieved December 15, 2009, from http://www.naeyc.org/files/yc/file/200609/ConnPowersBTJ.pdf

From T/TAC Bulletin (Winter 2009, Volume 18, No. 2); Reprinted with permission.

24 The T/TAC Telegram April/May 2010

the school year continues, it’s important to remember the benefits

of working together with mutual respect and shared knowledge.

Research confirms the positive benefits of parent-professional collaboration on the education of children with disabilities. In fact, good parent-professional partnerships benefit everyone involved: Parents and professionals have a more positive view of each other; parents become more involved in their children’s education; and children with disabilities have more confidence and perform at higher levels.

Because parents and professionals bring different strengths to the collaboration, there are different ways for each to make the relationship positive and productive.

What Professionals Can Do

In general, research has shown that what families want most from professionals is respect and acceptance. Professionals can help engage families in collaboration by:

• Keeping promises and ensuring confidentiality

Professionals can develop trust by telling the parents what information will be shared with others and what will be kept private, and by always asking permission to talk about their child with others. For new immigrants in particular, confidentiality for their child and

themselves may be the most critical element in building a collaborative relationship.

• Being hopeful and honest about the child’s abilities and potential Professionals should not withhold information they presume might be painful and should be willing to admit if they do not have answers to a parent’s question. Sometimes families will have issues that professionals do not know how to address. It is then appropriate for the professional to connect the family with someone who may be helpful.

• Helping parents identify their strengths Some parents truly do not understand that what they do on a daily basis is as important as formal services. Professionals can regularly point out where family interventions have been effective.

• Helping parents identify choices School personnel can help families to identify the choices that are available to them, present options and solutions that might work, and encourage and support parents to make their own decisions.

• Demonstrating and modeling problem-solving skills Professionals can demonstrate and model problem-solving skills and support parents to find creative solutions to their own problems.

• Accepting parents as equal partners It is easier for professionals to bring parents into the system rather than the other way around, because professionals have traditionally acted in a leadership role.

• Being flexible and considerate of the parents’ points of view Professionals can develop skills to shift their perspective from their specialty area to a broader perspective of the needs of the whole child and family.

• Considering the family’s preferences in aspects of planning Professionals should utilize the family’s strengths while keeping in mind their challenges and other responsibilities.

• Supporting parents as their child’s best advocates in making decisions Some parents may need to be reminded that they are decision-makers for their child, and that their input is valued.

• Taking care of logistic details It is helpful when professionals are flexible in their time and location for meetings and services and when parents are assured that changes are possible.

• Planning for parent involvement in systems change Professionals can encourage parent-

professional collaboration by requesting that parents be invited to participate on committees to develop policies and procedures that address education and other relevant areas.

What Parents Can Do

Parents can also take steps to build and maintain collaborative relationships with professionals by beginning with an assumption that professionals are doing the best they can for the child. Parents can contribute to the success of a collaborative relationship by: • Overtly recognizing the professional’s commitment and expertise It is important for parents to acknowledge the skills of their children’s teachers and service providers and recognize their commitment to meeting their child’s needs.

• Thanking the professionals that have been helpful to them It is not surprising that many times professionals go beyond the requirements of their job to help a family. It is important to recognize this effort and thank them when it occurs.

• Considering that professionals are often limited by the systems in which they work Professionals may wish they could provide more help than they are able offer, but it is not always within their ability to do so.

• Reinforcing at home what a child is learning in school Children are aware of their parents’ view of their school, teachers, and other professionals. Parents should

try to keep any conflict separate and keep their child’s outlook positive

• Being flexible and considerate of the professional’s point of view

It is important to remember that no one understands the needs of a child with a disability in the same way parents do. Professionals cannot automatically understand what parents have learned from experience.

• Being honest It is important that parents speak up when they do not understand what a professional or team is saying to them. Parents sometimes fear losing face if they admit that they do not understand, while others fear that disagreement will lead to their child being punished. However, parents must understand the discussion to be effective advocates for their child and to express valid disagreements.

• Following through with promises When a parent commits to an action, it becomes his or her responsibility to follow through. Collaboration is a two-way street, and trust flourishes when both parents and professionals follow through on agreements.

• Committing to work to find solutions when disagreements arise

It is inevitable that there will be times when parents and professionals disagree. For instance, does the child need an assessment, new glasses, allergy testing, or shortened homework? Disagreements are honest differences of opinion, not personal attacks. Effective parent collaborators commit to working on solutions.

• Remembering that life is full of compromises Most parents fear what will happen if their child does not receive the right kind of services in the right amount and at the right time. However, each person faces compromises every day, and Individualized Education Program meetings are no exception. For instance, does a child need 40 minutes of direct speech or is indirect speech in the regular classroom more effective? Keeping the focus on outcomes will make compromises easier, systems accountable, and collaboration more effective.

From PACESETTER (Winter 2010, Vol, 33, Issue 1); Reprinted with permission from PACER Center, Minneapolis, MN; (952) 838-9000; www.pacer.org . All rights reserved.

How to Build a Positive Parent, Professional Relationship that Benefits Everyone

27

   

   

A Parent's Guide to Special Education

                                             Revised  2010  

The Virginia Department of Education (VDOE) offers this updated publication to help parents understand their rights and responsibilities, their child’s rights, and the school’s responsibilities within the special education process.

A Parent’s Guide to Special Education (PDF) can be downloaded at:

http://www.doe.virginia.gov/special_ed/parents/index.shtml  

Do  you  need  options  for  differentiation?    Check  this  out!  

SOL  Enhanced  PLUS  lesson  plans . . .

Go  to  T/TAC  Online:  www.ttaconline.org  and  click  on  your  region  on  the  Virginia  map  

Click  on  SOL  Enhanced  (at  the  top)   Click  on  Search  SOL+  Lessons  (left  margin)   At  Option  1-­‐  choose  a  subject  area  and  choose  a  grade/course  -­‐  click  Go   Click  on  any  SOL  standard  and  click  Submit  (at  bottom  of  page)   Choose  from  the  lessons  listed  for  the  standard   Click  on  Word  or  PDF  format  to  download  lesson  

 You  will  have  a  complete  lesson  plan  aligned  to  the  Standards  of  Learning  (SOL)  which  includes:  

An  objective   Prerequisite  understanding/knowledge/skills     Materials  needed   Procedures  to  follow   Specific  options  for  differentiation  in  the  areas  of:  

o Technology  o Multi-­‐sensory  o Community  Connections  o Small  Group  Learning  o Vocabulary  Strategies  o Student  Organization  of  Content  

The T/TAC Telegram April/May 2010

The Reauthorization of the Elementary and Secondary Act: Learn about the Blueprint for Reform

Nancy Anderson, M.Ed. VDOE T/TAC at George Mason University

On March 15, 2010 The U.S. Department of Education announced the release of A Blueprint for Reform: The Reauthorization of the Elementary and Secondary Education Act (ESEA), currently known as No Child Left Behind (NCLB). http://www2.ed.gov/policy/elsec/leg/blueprint/blueprint.pdf. The blueprint is intended to support state and local efforts to help ensure that all students graduate prepared for college and a career.

Following the lead of the nation’s governors and state education leaders, the plan will ask states to ensure that their academic standards prepare students to succeed in college and the workplace, and to create accountability systems that recognize student growth and school progress toward meeting that goal. This will be a key priority in the reform of NCLB, which was signed into law in 2002 and is the most recent reauthorization of the Elementary and Secondary Education Act of 1965 (ESEA).

Excerpt from Press Release March 15, 2010. To read the full press release, please visit: http://www2.ed.gov/news/pressreleases/2010/03/03152010.html

What Does the Blueprint for Reform say about Students with Disabilities?

While the primary funding for programs specifically focused on supporting students with disabilities is through the Individuals with Disabilities Education Act, the ESEA reauthorization proposal will increase support for the inclusion and improved outcomes of students with disabilities. This proposal will help ensure that teachers and leaders are better prepared to meet the needs of diverse learners, that assessments more accurately and appropriately measure the performance of students with disabilities, and that more districts and schools implement high-quality, state- and locally-determined curricula and instructional supports that incorporate the principles of universal design for learning to meet all students’ needs.

Excerpt from the Blueprint document: page 20http://www2.ed.gov/policy/elsec/leg/blueprint/blueprint.pdf Where Can I Learn the Latest Information On ESEA and Determine How It Relates to Students with Disabilities and Special Education?

There are many resources to view, but here are three websites for hearings, public comments, and articles related to this topic:

• U.S. Committee on Education & Labor: Elementary and Secondary Education: http://edlabor.house.gov/education/esea/

• U.S Department of Education: ESEA Blog: http://www.ed.gov/blog/topic/esea-reauthorization/

• Council for Exceptional Children (CEC): Policy and Advocacy:http://www.cec.sped.org/AM/Template.cfm?Section=Policy_and_Advocacy&Template=/TaggedPage/TaggedPageDisplay.cfm&TPLID=1&ContentID=6183

A Parent’s Guide to Special EducationRevised 2010

The Virginia Department of Education (VDOE) offers this updated publication to help parents understand their rights and responsibilities, their child’s rights, and the school’s responsibilities within the special education process.

A Parent’s Guide to Special Education (PDF) can be downloaded at:http://www.doe.virginia.gov/special_ed/parents/index.shtml

28 The T/TAC Telegram April/May 2010

Differentiating instruction means teaching in a way that considers the individual learning needs of each student in the classroom. It means looking at what each student knows about the content, how each student learns best, and how each student responds to what is happening in the classroom. When you differentiate instruction, you use the information that you have gathered to develop a plan that will provide everybody the best opportunity to learn and continue building the skills necessary to achieve academically. Differentiating instruction is particularly important for those teachers and paraeducators who are helping students with disabilities successfully access the general curriculum.

In her book Fulfilling the Promise of the Differentiated Classroom (2003), Carol Ann Tomlinson describes four elements that are important to consider in an educational setting. They should be used when looking at how instruction is delivered, particularly when the goal is to support a variety of student learning styles. These elements include content, process, product, and learning environment.

Content refers to the information and ideas being taught. In an effort to provide all students access to the same learning objective, there may need to be a variation of the material

and equipment used to teach. As an example, delivery of content can be differentiated by providing a student with an audio version of printed text or by using manipulatives to illustrate an idea, rather than just a picture.

Process refers to how a student comes to understand the knowledge and skills within the learning objective. Differentiation of process might be accomplished by providing the student with a graphic organizer for note taking or giving him the opportunity to learn and review in a small group setting. The best type of processing activity or procedure depends on the individual student’s characteristics and learning profile.

Product is what a student does to demonstrate that they understand and can apply the knowledge within the learning objective. Differentiating product might be done by allowing student choice on things such as selection from a list of research project topics. This gives the student the benefit of using a particular interest and/or learning style to show what they know. Another effective way to differentiate is to have students show progress on a product before the due date. This allows them to use teacher feedback to better understand the information and improve on the product before it is turned in for a grade.

Learning environment refers to the

classroom rules, guidelines, routines, and overall “climate.” It also pertains to how each student in the class is valued and how successes, no matter how small, are celebrated. A differentiated learning environment is flexible in terms of space, time, and materials in order to meet the needs of all students. In addition, the students themselves are allowed appropriate input into decisions made on things such as classroom rules and routines.

As mentioned in the description of differentiation of process, student characteristics must also be considered in the classroom. These include student interests, learning profiles, and readiness to learn the content (Tomlinson, 2003). Teachers and paraeducators should continually assess these characteristics and use them to differentiate content, process, product, and the learning environment when planning for instruction.

Considering student interest, both general and content-specific, increases the chance that the student will be motivated to learn. This can be as simple as asking what a student hopes to know when they finish a unit of study, thus getting him to focus on the expected outcome. It can also be more planned and deliberate, such as using a detailed comparison of two things. To emphasize a lesson, or part of a lesson, something from the content being studied can be compared with

something from an area or topic of student interest.

A student’s learning profile describes how a student typically learns, how a student appears to think or solve problems, and what preferences a student may have related to culture, gender, experience, etc. A teacher or paraeducator who considers differences in learning profiles might take great care to present content in a variety of methods and using a variety of materials. They might also allow students to demonstrate knowledge through different methods such as writing, illustrating, or actually performing a concept or idea.

Readiness involves factors that affect the level of preparedness of a student for learning specific content. A student’s ability is one factor in his/her readiness to learn, but other things have an impact on readiness as well. These include, but are not limited to, previous exposure to the specific content, basic health and safety needs, and individual interests and learning profile. Teachers and paraeducators may support students at various levels of readiness by making themselves available outside of class time to help anyone who may be struggling with content. They should review assessments from a student’s previous school year in order to check achievement in prerequisite knowledge.

Affect has to do with how a student feels about themselves, their abilities, their work, and their learning environment. It is important to be mindful of a student’s social and emotional development and consider this when planning. If a student is struggling with issues that are social or emotional in nature, he may not be available for learning, no matter how well a learning objective has been differentiated to meet his needs.

In summary, to differentiate instruction means to be responsive to the particular learning requirements of the students in your classroom. Information about individual students, to include their interests, learning profiles, and prior knowledge and skills are taken into account. Students are provided a variety of ways to learn content through a variety of processes. Teachers continually adjust instruction to ensure that all students work at a level where they are challenged but also have the best chance to learn the material. Learning outcomes are assessed by offering students a variety of ways to demonstrate understanding of content. Finally, the environment should be one that considers and values every student’s characteristics, abilities, and learning styles.

This overview describes the basic information on differentiating instruction. It is a good idea to discuss any thoughts you have on this process with your supervising teacher. For more information on specific strategies for differentiation, please refer to the books Fulfilling the Promise of the Differentiated Classroom (Tomlinson, 2003), and the Differentiation in Practice series (Tomlinson & Eidson, 2003). Additional resources on differentiation can be found on the web sites for The Access Center (http://www.k8accesscenter.org/index.php/category/differentiated-instruction/) and The Association for Supervision and Curriculum Development (http://www.ascd.org).

References

Strickland, C.A. (2007). Tools for High-Quality Differentiated Instruction. Alexandria, VA: Association for Supervision and Curriculum Development.

Tomlinson, C. A. (2003). Fulfilling the Promise of the Differentiated Classroom: Strategies and Tools for Responsive Teaching. Alexandria, VA: Association for Supervision and Curriculum Development.

Tomlinson, C. A. & Eidson, C. C. (2003). Differentiation in Practice: A Resource Guide for Differentiating Curriculum. Grades K – 5. Alexandria, VA: Association for Supervision and Curriculum Development.

Tomlinson, C. A. & Eidson, C. C. (2003). Differentiation in Practice: A Resource Guide for Differentiating Curriculum. Grades 5 – 9. Alexandria, VA: Association for Supervision and Curriculum Development.

Tomlinson, C.A., Hockett, J., & Kiernan, L. (Developers). (2005). The Common Sense of Differentiation. Alexandria, VA: Association for Supervision and Curriculum Development.

Tomlinson, C. A. & Strickland, C. A. (2005). Differentiation in Practice: A Resource Guide for Differentiating Curriculum. Grades 9 – 12. Alexandria, VA: Association for Supervision and Curriculum Development.

Differentiating Instruction – A Brief OverviewLynn Wiley, Ph.D. VDOE T/TAC @ George Mason University

30 The T/TAC Telegram April/May 2010

The T/TAC at GMU Advisory Board annual meeting was held on March 9th. During the day-long event, T/TAC staff presented information on the year’s work efforts, both regional and statewide. In turn, Advisory Board members provided us with feedback on the impact of some of our programs in their school systems while also advising us on the training needs that continue to exist. Additionally, they talked about the many unique and successful programs currently going on in which the focus is on student well-being and emotional development, as well as academic achievement. For example, one member told us about his staff ’s commitment to ensuring that each individual student at this particular school is known by at least one adult in the building. Not only does this help students truly feel a part of their learning community, but the school staff feel that they are much more aware of individual student needs, can make themselves available for support and encouragement whenever necessary, and can recognize and understand critical situations that may occur involving the student(s) they know.

We also asked Advisory Board members for specific input on how we can best deliver services in the next school year. We anticipate that budget constraints may limit attendance at training events, so we sought

information on things such as the ability of school personnel to travel to trainings, their ability to access online web shops for recertification credit, and whether or not they might participate in activities such as online communities of practice forums. Knowing this will allow us to more effectively and efficiently plan for the best ways to deliver professional development in the near future.

We wish to acknowledge and extend our sincere thanks to the current members, as well as to the school systems in which they work. We are so grateful to have our Board consist of a diverse group of educators who are highly skilled in their areas of expertise AND who truly share our commitment to ensuring that school personnel have the knowledge, tools, and training opportunities necessary to support the academic and social development of all students, both with and without disabilities. This year, our Advisory Board members include:

Katherine Bolluyt-Meints, Assistant PrincipalPrince William County Public Schools

Toni Cary, Coordinator of Transition ServicesWinchester County Public Schools

Virginia Doherty, Performance Evaluation Program (PEP) SpecialistAlexandria City Public Schools

Kathleen Donovan, Special Education Coordinator, Parent Resource CenterArlington County Public Schools

Margaret Harmon, Middle School English TeacherFairfax County Public Schools

Cathleen Hopfinger, Special Education Administrative Coordinator Special Education Department, Prince William County Public Schools

Lynette Johnson, Director of Special ServicesFrederick County Public Schools

Suzanne Lank, Curriculum Specialist for ReadingAlexandria City Public Schools

Sheri Leddy, Special Education Coordinator, Early Childhood & Elementary ServicesFauquier County Public Schools

Nikishia Lluvera-Holman, PrincipalPrince William County Public Schools

Mark Luther, Assistant PrincipalFairfax County Public Schools

Tanisha Martin, Elementary Special Education Literacy Coach Alexandria City Public Schools

Cathy Marston, PrincipalPage County Public Schools

Mark Nichols, Assistive Technology CoordinatorLoudoun County Public Schools

Steve Parker, PrincipalFauquier County Public Schools

Jane Razeghi, Associate Professor, Graduate School of EducationGeorge Mason UniversityExecutive Director, Division for Career Development & TransitionCouncil for Exceptional Children

Susan Rismiller, Teacher, Emotional Disabilities ProgramFairfax County Public Schools

Cindy Scott, Lead School Psychologist/ECSE Support SpecialistCulpeper County Public Schools

Beth Somers, Transition CoordinatorDepartment of Rehabilitative ServicesRichmond

Joe Strong, PrincipalFrederick County Public Schools

Tony Tallent, Special Education TeacherWarren County Public Schools

Lisa Wooditch, Adapted Curriculum SpecialistFairfax County Public Schools

John Word, Sr., PrincipalArlington County Public Schools

Kudos to our T/TAC Advisory Board!

Lynn Wiley, Ph.D., VDOE T/TAC at GMU

33Improving the lives and productivity of persons with disabilities

Helen a.KellarInstitute

for Human disAbilities VIRGINIA DEPARTMENT OF

EducationThe T/TAC Telegram April/May 2010

classroom functioning while promoting high achievement for all students. The book provides tested frameworks and tools for teacher collaboration on lesson planning, student grouping, assessment, and discipline. It also offers guidance on managing overcrowded classrooms and on designing and implementing differentiated lessons and assignments, and includes advice for administrators.

The New Language of Toys: Teaching Communication Skills to Children with Special Needs: A Guide for Parents and TeachersBy Sue Schwartz; call number- 649.15 SCH 2004

The new edition presents sixty-five new toys and accompanying toy dialogs to use with children with a wide range of special needs

from birth through age six. These sample toy dialogs show parents how to play purposefully with their child--using store-bought and homemade toys--to provide language learning opportunities and stimulate language development. The exercises are fun and educational, too, as parents help their child build receptive language skills (understanding), expressive language skills (communicating), and speech.

The Paraprofessional’s Guide to the Inclusive Classroom: Working as a Team (3rd edition)By Mary Beth Doyle; call number - 371.9046 DOY 2008

This accessible workbook helps paraprofessionals and educators work together in understanding their respective roles and

responsibilities to create effective inclusive classroom environments. This new edition features updates based on education legislation and requirements and many new reproducible forms and exercises Meaningful Exchanges for People with Autism: An Introduction to Augmentative and Alternative CommunicationBy Joanne M. Cafiero; call number - 618.929 CAF 2005

From the Topics in Autism Series, this book is a practical introduction to the topic of augmentative and alternative communication (AAC), a type of assistive technology.

This guide provides an overview of the AAC techniques, devices and strategies available today (both low and high tech) and is a useful resource for parents and professionals. Although this book was written specifically to address the needs of children with autism, the general concepts are applicable to a much broader range of children with disabilities.

Good Questions: Great Ways to Differentiate Mathematics Instruction By Marian Small; call number - 372.7 SMA 2009

To help K-8 teachers differentiate math instruction with less difficulty and greater success, this resource: * Underscores the rationale for

differentiating math instruction. * Describes two universal, easy-to-implement strategies (Open Questions & Parallel Tasks) designed to overcome the problems that teachers encounter.

*Provides specific strategies and examples for each grade band which are organized around the NCTM content standards * Offers almost 300 questions and tasks that teachers and coaches can adopt immediately, adapt, or use as models to create their own. * Includes Teaching Tips sidebars and an organizing template at the end of each chapter to help readers build new tasks and open questions. * Shows how to create a more inclusive classroom learning community with mathematical talk that engages participants from all levels.

If you like these, search our catalog for more @

http://kihd.gmu.edu/library

No time to come to the library? No problem!

Most items can be mailed to your school or home address.

To request one of the items above or any other materials available for checkout, please contact Region 4 T/TAC LibrarianJackie Petersen, jpetersk@gmu.edu or 703.993.3672

Kellar library line-Up

What’s in YOUR library at VDOE’s T/TAC at GMU?

April/May 2010

Featuring some of our Most Wanted resources. . .

Applications of Reading Strategies within the Classroom: Explanations, Models, and Teacher Templates for Content Areas in Grades 3-12 By Cecilia B. Frank, Janice M. Grossi & Dorothy J. Stanfield; call number - 372.476 FRA 2006

This easy-to-use and practical book offers teachers 50 content area learning strategies--each with directions, models and templates to design effective lessons that scaffold learning strategies with literacy

enrichment for every child in the classroom. This ‘teacher friendly’ manual provides the models and templates for teachers to use in planning lessons on effective learning strategies for students to understand content level materials. This text offers a concise yet complete review of the research supporting each of the strategies contained in this book.

Co-Teaching in the Differentiated Classroom: Grades 5-12: Successful Collaboration, Lesson Design, and Classroom ManagementBy Melinda L. Fattig & Maureen Tormey Taylor; call number - 373.11 FAT 2008

Co-Teaching in the Differentiated Classroom is a practical hands-on guide that explains how to implement co-teaching programs in mixed-ability classrooms. Based on the authors’ award-

winning model, this important guide shows how special education teachers can pair with general education teachers to improve

Jackie Petersen, MLS, VDOE T/TAC at George Mason University

34 35The T/TAC Telegram April/May 2010 The T/TAC Telegram April/May 2010

May

May 1: “Celebrate Communication 2010” at George Mason University, Center for the Arts http://ttac.gmu.edu/news/news/2009-11-30-Celebrate_Communication_2010_/

SuMMer 2010

June 28-July 2: 11th Annual Content Teaching Academy. “Green Across the Curriculum: Sustaining Life and Learning” at James Madison University, Harrisonburg, Virginia. http://www.ttaconline.org/staff/s_events/s_event_detail.asp?cid=1686

July 14-16: Shining Stars: Charting the Future for Today’s Children. Virginia’s Seventh Annual Early Childhood Conference at the Cavalier Hotel, Virginia Beach, Virginia. http://www.ttaconline.org/staff/s_events/s_event_detail.asp?cid=1704

July 27: “Every Student, Every Day... Against All Odds” at JMU Festival and Student Conference Center, Harrisonburg, VA http://www.ttaconline.org/staff/s_events/s_event_detail.asp?cid=1705

August 3-4: Opening Doors: Unlocking Potential 2010. “Invigorating Instruction for Students Who are Deaf or Hard of Hearing” at the Holiday Inn University Area & Conference Center, Charlottesville, Virginia. For registration information and conference details, please visit T/TAC Online (Events tab) www.ttaconline.org after April 26, 2010.

ConferencesNoveMber

November 11-12: 2010 Symposium on Professional Collaboration and Inclusive Education: “Celebrating 21 Years of Quality Collaboration for Student Success” at The College of William and Mary’s School of Education Professional Development Cen-ter, Williamsburg, VA http://www.ttaconline.org/staff/s_events/s_event_detail.asp?cid=1716

The T/TAC Telegram has gone electronic. If you would like receive our quarterly newsletter, please sign up on our website at: http://ttac.gmu.edu/newsletters. You will receive each new issue of our newsletter delivered right to your inbox.

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