inclusive!education!courseenhancement! module...ceedarcenter!...

Inclusive Education Course Enhancement

Module Part 4: Access to Core/General Education Curriculum and

Settings (Part 1)

Facilitator’s Guide

2015

CEEDAR Center Part 4: Inclusive Education Anchor Presentation

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Contents

page

Introduction to the Evidence-‐Based Behavioral Interventions Course Enhancement Module ...... 2

Purpose ........................................................................................................................................... 2

Audience ......................................................................................................................................... 2

Facilitator’s Guide ........................................................................................................................... 3

Evidence-‐Based Materials .............................................................................................................. 3

Six-‐Part Organization ...................................................................................................................... 3

Opportunity to Learn ...................................................................................................................... 4

Resources ....................................................................................................................................... 4

Materials ........................................................................................................................................ 5

In This Guide ................................................................................................................................... 5

Part 4: Slides and Supporting Facilitator Notes and Text ............................................................... 6

This facilitator’s guide is intended for use with the following resources: • Presentation slides These resources are available on the Course Enhancement Modules (CEM) web page of the CEEDAR Center website (ceedar.org).


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Introduction to the Evidence-‐Based Behavioral Interventions Course Enhancement Module The Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) Center developed this Course Enhancement Module (CEM) about inclusive education to assist faculty at institutions of higher education (IHEs) and professional development (PD) providers in the training and development of all educators. The CEM about inclusive education is a compilation of resources intended for use in the development and enhancement of teacher and leadership education courses as well as for PD programs for practitioners. The resources are designed to support professional learning opportunities for stakeholders invested in the support and instruction of students with disabilities and others who struggle with learning to meet college-‐ and career-‐readiness standards. Through this CEM, participants will gain a thorough understanding of inclusive education and how it is related to meeting the needs of all students, not just students who receive special education services. In addition, participants will learn how to provide access to the Common Core State Standards (CCSS) to students with disabilities, design and implement various inclusive support strategies for a variety of students, value educational equity for all students, and collaborate and problem solve with other professionals and educators, families, and students to develop and implement effective inclusive practices.

Purpose This CEM was designed to build the knowledge and capacity of educators in the selected topic. The module can be adapted and is flexible to accommodate faculty and PD provider needs. The anchor presentation and speaker notes can be used in their entirety to cover multiple course or PD sessions. Alternatively, specific content, activities, and handouts can be used individually to enhance existing course and/or PD content. Audience The audience is intended to be teacher and leader candidates within pre-‐service programs at the undergraduate or graduate levels and/or district teachers and leaders participating in in-‐service professional learning opportunities. The facilitator’s guide is designed as a blueprint to support faculty and PD providers charged with providing teachers and leaders with training in a selected topic. The training can be conducted by faculty and by state and local PD providers.


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Facilitator’s Guide The facilitator’s guide consists of anchor presentation slides with a script to support facilitators as they present the content and learning activities within the anchor presentation. Facilitator notes and talking points are included. The speaker notes are intended as a guide for a facilitator who is using the PowerPoint slides and may be modified as needed. Reviewing the entire guide prior to facilitating the training is highly recommended. Evidence-‐Based Materials There are now three converging areas of support for inclusive practices. Empirical research findings from the past four decades document the positive outcomes of inclusive education for students who do and do not experience disability. Inclusive education was born from a civil rights perspective, which continues to guide the implementation of inclusive practices, including system of supports and social model of disability perspectives. Another area of support comes from federal law, including the Individuals with Disabilities Education Improvement Act (IDEA) of 2004 and supporting case law. Six-‐Part Organization The learning resources are organized into six main parts:

• Part 1: Historical Perspectives of Disability and Education, Inclusive Lives, and Definitions of Inclusive Education. Part 1 contains an overview of the historical perspectives of disability and education for students with disabilities, a discussion of how separate and special is not better, and key definitions and quality indicators of inclusive education.

• Part 2: Rationales for Inclusive Education. Part 2 begins by providing clarification of terminology that will be used throughout the remainder of the module. This part also explores a series of rationales (e.g., guiding principles, values, empirical evidence, legal foundations) that led the field to focus on inclusive education for ALL students, including those with extensive and complex support needs.

• Part 3: Inclusive Service Delivery. Part 3 discusses the following components of inclusive service delivery models: school-‐wide implementation of multi-‐tiered system of supports (MTSS) that strive to improve the academic and behavioral outcomes for ALL students; collaborative teaming between general educators, special educators, related services personnel, paraeducators, parents, administrators, and students themselves; and supportive and visionary administrative leadership.


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• Part 4: Access to Core/General Education Curriculum and Settings (Part 1). Part 4 acknowledges that for ALL students, including those with disabilities, access to core/general education curriculum in inclusive school contexts and settings requires key practices in place such as ecological/contextually based assessment, person-‐centered planning, differentiated instruction, and Universal Design for Learning (UDL). Part 5: Access to Core/General Education Curriculum and Settings (Part 2). Part 5 discusses the specific roles and responsibilities of team members in relation to supporting students’ meaningful access to and participation with curriculum; the principle of partial participation; curricular, instructional and ecological adaptations to support access and participation; and finally, embedded instruction as an evidence-‐based practice (EBP) to deliver high-‐quality, specialized instruction in inclusive settings. The section begins with a discussion of the roles, responsibilities, and strategies employed by an effective inclusion facilitator to implement high-‐quality, effective inclusive services for students with the most intensive and complex support needs. Inclusion facilitators are defined as credentialed teachers who develop and implement inclusive education. Inclusion facilitators are often special education teachers by trade, but can also be general education teachers or other school team members.

• Part 6: Peer Relationships and Supports in Inclusive Classrooms. Part 6 discusses ways to promote peer interactions and relationships between students with disabilities and their classmates in the general education classrooms. These are understood to play key roles in learning and quality of life (Carter, 2011; Carter, Bottema-‐Beutel, & Brock, 2014; Carter, Cushing, & Kennedy, 2009). Within the professional literature describing the administrative, logistical, and curricular practices to achieve successful inclusion, there is a clear mandate to offer students with disabilities the same opportunities for social learning, participation, and friendship that are available to all students (Halvorsen & Neary, 2009; TASH, 2010).

Opportunity to Learn Learning activities are embedded throughout each part of the anchor presentations. All activities are optional and may be adapted to meet the needs of a particular audience. Resources The following resources are provided for use in delivering the anchor presentation:

• Facilitator’s guide (this document) • Presentations

CEEDAR Center Part 4: Inclusive Education Anchor Presentation 5

All of these materials may be used and adapted to fit the needs of the training context. When sharing the content, please use the following statement: “These materials have been adapted in whole or in part with permission from the CEEDAR Center.”

Materials The following materials are recommended for training and associated activities:

• Chart paper• Sharpie® markers for chart paper• Regular markers at each table for name cards• Post-‐it® Notes• Timer• Pens at each table• Internet connection for website links embedded in presentations

Necessary materials will vary based on the content and activities selected, which will depend on the audience and the format of the course or PD session.

In This Guide The rest of the guide provides the slides and speaker notes to support facilitators as they present the content and learning activities included in the anchor module. Reviewing the entire guide prior to facilitating the training is highly recommended.


Part 4: Slides and Supporting Facilitator Notes and Text Slide 1—Anchor Presentation: Inclusive Education for ALL Students: Hour 4

IDEA of 2004 mandates that students with disabilities have access to and be involved in the general education curriculum “in order to (i) meet developmental goals, and to the maximum extent possible, the challenging expectations that have been established for all children, and (ii) be prepared to lead productive and independent lives, to the maximum extent possible” (§682[c][5][A]).

For ALL students, including those with disabilities, to have access to core/general education curriculum in inclusive school contexts and settings, key practices need to be in place. These evidence-‐based practices (EBPs) include ecological/contextually-‐ based assessment, person-‐centered planning, differentiated instruction, and Universal Design for Learning (UDL).

Anchor'Presenta-on:''Inclusive'Educa-on'for'ALL'Students'

Hour'4'

Project(#H325A120003(

Access(to(Core/General(Educa;on(Curriculum(and(Se?ngs((Part(1)(



Slide 2—Purpose of Ecological/Contextually Based Assessment

Ecological/contextually based assessment assists in prioritizing student’s needs and recognizing his/her strengths and abilities to determine what to teach and how to teach it. Ecological assessments involve observations of activities in a given context (e.g., morning circle in third-‐grade classroom) to determine what students are expected to do (i.e., the skills needed to perform and participate in the activity, routine, or task at hand); what the natural cues are that prompt this expected behavior/skill; and what supports or barriers may be present that may interfere with the demonstration of the expected behavior/skill. Next, observe the student in the actual context/activity and record his/her performance for each step of the activity (i.e., the student’s ability to perform the skills expected). If the student does not perform a step/skill required in the activity, it must be determined if he/she can be taught the skill or if he/she needs an adaptation to support his/her participation.

Purpose(of(Ecological/Contextually(Based(Assessment(

• To#gather#highly#individualized#informa4on#about#specific#demands#in#the#learner’s#environment#related#to#all#aspects#of#that#person’s#life#(i.e.,#the#need#to#live#a#quality#lifestyle#as#independently#as#possible#and#work#and#recreate#within#the#community).#

• To#iden4fy#discrepancies#between#student’s#actual#and#desired#performance#in#the#relevant#school#and#community#environments#to#determine#what#to#teach.#

• To#iden4fy#strategies#that#will#effec4vely#remediate#or#accommodate#for#those#discrepancies.#


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Slide 3—Ecological/Contextual Based Assessment Through ecological assessment of the student in his/her current school and community environments, educators are able to determine the demands of the activity and plan purposeful supports so that the student can meet these demands in a meaningful way. This process also prevents over-‐adapting and over-‐supporting a student, which could result in learned helplessness. An important focus of ecological assessment is capacity building versus deficit finding. “The most critical point is that these [standardized] measures often provide little useful data for educational programs, while nonstandardized, or alternative, assessment procedures, also referred to as environmental [ecological] assessment, provide more relevant and useful data regarding educational programs and a student’s achievement of desired outcomes” (Snell & Brown, 2011, p. 88). An ecological assessment occurs in the natural context where a student is able to gain cues from the natural environment and routine of the activity.

Ecological/Contextually0Based0Assessment0

•  Iden%fy(the(demands(of(rou%nes(and(ac%vi%es(required(across(relevant(se6ngs(for(the(student.(

•  Occurs(in(the(natural(environment(where(the(demands(of(this(environment(can(be(seen.(

•  Iden%fy(the(strength,(as(well(as(opportuni%es,(for(the(student(to(learn(skills.(


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Slide 4—Outcomes of Ecological/Contextually Based Assessment Ecological assessments can be conducted to assess student’s independence and present levels of participation so that meaningful goals can be set to teach the necessary academic, communication, social, behavioral, and cognitive skills that the student needs to maximize performance in the current and future contexts. The outcomes of this form of assessment are student’s goals that (1) potentially increase membership and participation with peers without disabilities in school and/or the community, (2) potentially increase access to more environments in school and/or the community, (3) increase meaningful skills that will improve quality of life, (4) are agreed upon as priorities by the whole team, and (5) are robust—that is pivotal, non-‐trivial in the broader picture of the student’s life. Clearly, the purpose is to maximize students’ capabilities and participation. In addition, the use of ecological assessments can prevent providing unnecessary adaptations, supports, and prompts, which could lead to students’ learned helplessness and prompt dependency.

Outcomes)of)Ecological/Contextually)Based)Assessment)

•  Goals&that&poten,ally&increase&membership&and&par,cipa,on&with&peers&without&disabili,es&in&school&and/or&the&community.&

•  Goals&that&poten,ally&increase&access&to&more&environments&in&school&and/or&the&community.&

•  Goals&that&increase&meaningful&skills&that&will&improve&quality&of&life.&

•  Goals&that&are&agreed&upon&as&priori,es&by&the&whole&team.&

•  Goals&that&are&robust&(i.e.,&pivotal&and&non?trivial&in&the&broader&picture).&


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Slide 5—Ecological Assessment of Student’s Performance in Small Group Reading Here is an example of an ecological assessment conducted for a student, June, in relation to her participation in a small reading group. Give participants time to review this and the following slide before reviewing the skills to be taught and adaptations to be made that June’s team determined were necessary as a result of this ecological assessment process.

Slide 6 From this ecological assessment of June’s performance during small group reading, her team noted a number of ways that June could more actively engage in the activities. Examples of the skills to be taught and adaptations to be made include the following:

• June will sit alongside a peer and move her finger along the words while the peer reads from the book.

• June will learn to hit a switch to “read” a pre-‐recorded section aloud when it is her turn to read and she is called on by the teacher.

• The teacher will ask June at least one literal comprehension question, and June will learn to respond by pointing to pictures from a field of four.

Ecological(Assessment(of(Student’s(Performance(in(Small(Group(Reading(

Steps(of(Ac9vity/Skills(Needed(

Student(Performance( Ini9al(Plans(to(Intervene((goal(for(skill(to(teach,(adapta9on(to(use)(

Sit$at$the$table.$ June$appropriately$sat$at$the$table.$

Look$at$the$teacher$when$the$teacher$is$providing$instruc:on.$

She$did$not$look$at$the$teacher$who$was$providing$instruc:on.$This$is$not$necessarily$an$indica:on$that$June$was$not$listening.$

No$goal$at$this$:me$because$although$she$is$not$looking$at$the$teacher,$June$may$be$listening$to$the$teacher.$

Read$along$silently$while$someone$is$reading.$

June$did$not$look$at$the$words$in$the$book$while$peers$were$reading.$

June$will$move$her$finger$along$the$words$while$a$peer$is$reading.$

Read$when$called$on.$ June$is$nonAverbal,$so$she$cannot$read$aloud.$

June$will$hit$a$switch$to$“read”$a$preArecorded$sec:on$aloud$when$called$on.$

Steps&of&Ac+vity/Skills&Needed&

Student&Performance& Ini+al&Plans&to&Intervene&(goal&for&skill&to&teach,&adapta+on&to&use)&

Answer'comprehension'ques0ons.'

June'did'not'answer'any'ques0ons.'Because'she'is'non8verbal,'she'did'not'have'a'means'to'communicate'whether'she'comprehended'the'story.'

June'will'respond'to'literal'comprehension'ques0ons'by'poin0ng'to'pictures'given'in'a'field'of'four.'

Make'predic0ons.' June'did'not'make'any'predic0ons.'

Provide'June'with'a'communica0on'board'that'has'a'symbol'for'“I'have'an'idea.”'This'can'be'the'words'and/or'a'light'bulb.'June'will'hold'up'the'symbol'when'she'wants'to'make'a'predic0on.'To'make'a'predic0on,'she'can'use'gestures,'choose'from'pictures,'use'AAC'device.'


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• June will learn to use the symbol on her communication board (i.e., light bulb) to indicate that she has an idea/prediction about the story.

• June will learn to use the symbol on her communication board (i.e., light bulb) to indicate that she has an idea/prediction about the story.

Slide 7—Person-‐Centered Planning Person-‐centered planning is an ongoing problem-‐solving approach that emerged in the 1980s to help people understand the experiences of people with disabilities, particularly those with developmental disabilities, and to respectfully and effectively support these individuals to achieve a desired quality of life. This approach takes a strengths-‐based perspective and helps ensure that resources and instruction are devoted to areas that support the student’s preferences and strengths (Snell & Brown, 2011).

Person'Centered+Planning+•  A"variety"of"tools"used"to"iden1fy"strengths,"

wishes,"future"goals,"and"support"needs"of"individuals"and/or"their"family"(O’Brien"&"O’Brien,"2002)."

•  TeamCbased,"problemCsolving"strategy."•  Guides"longCterm"and"ongoing"planning."•  Helps"individuals:"

o  Achieve"preferred"lifestyle."o  Create"dreams"for"the"future."o  Experience"respect."o  Contribute"to"community."


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Slide 8—Person-‐Centered Planning: Defining Characteristics Traditional approaches to program planning has often focused on the use of tests to determine a student’s deficit and then his/her diagnosis, which leads to treatment. Student was viewed as a client. With person-‐centered planning, the focus is on truly understanding who the student is as an individual and identifying capacity and strengths as well as connections to others. This approach to planning also invites the student, parents, and other invited team members to express their views, wishes, and feelings and also empowers them to be a part of the decision-‐making process.

Slide 9—Person-‐Centered Planning: Defining Characteristics Key characteristics of the person-‐centered planning process include the following:

• It should facilitate self-‐determination and the individual’s expression of choices for work, play, etc. through the process

• Activities that the individual can do are identified to contribute to his/her community and society

• Natural supports (e.g., peers) are tailored to the individual • Action plan and goals developed build on the individual’s

strengths and capacities and focus on immediate preferred lifestyle changes as well as achieving one’s dream for the future.

Finally, an important outcome is to develop and maintain significant

Person'Centered+Planning:+Defining+Characteris5cs+

•  Team%driven%by%the%individual%and%family%members.%•  Important%goal:%Empower%the%individual%and%family%

members.%•  Members%chosen%by%the%individual%and%family%

members.%•  Mee=ngs%tailored%to%the%preferences%of%the%

individual.%•  Plans%are%designed%to%build%opportuni=es%to%

experience%respect%from%others%(e.g.,%team%members,%community%members,%professionals%in%school%and%work%seCngs,%family%and%peers).%

Person'Centered+Planning:+Defining+Characteris5cs+

•  Self%determina-on/and/the/expression/of/choice/is/emphasized./

•  Ac-vi-es/are/iden-fied/that/allow/the/individual/to/make/valued/contribu-ons/to/society./

•  Natural/supports/are/tailored/for/the/individual./

•  Goals/and/ac-ons/build/on/the/individual’s/strengths/(not/deficits/or/impairments)./


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relationships. Slide 10—Person-‐Centered Planning: Defining Characteristics

Person'Centered+Planning:+Defining+Characteris5cs++

•  Long%term*goals*and*short%term*ac1ons*focus*on*immediate*preferred*lifestyle*changes*and*achieving*one’s*dream*for*the*future.*

•  An*important*outcome*is*to*develop*and*maintain*significant*rela1onships.*


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Slide 11—A Number of Person-‐Centered Planning Processes Exist Person-‐centered planning is not one defined process. There is a range of person-‐centered planning processes that have been developed over the last three decades to empower individuals from very early childhood to older adulthood.

Slide 12 Oftentimes, during the person-‐centered meeting, notes are taken in a graphic format. Here is a photo of Joseph in front of the graphic record of his PATH (Planning Alternative Tomorrows with Hope) meeting. Additional visuals and information about person-‐centered planning are available at http://inclusive-‐solutions.com/person-‐centred-‐planning/

A"Number"of"Person.Centered"Planning"Processes"Exist"

•  McGill&Ac(on&Planning&System/Making&Ac(on&Plans&(MAPS;&Vandercook,&York,&&&Forest,&1989).&

•  Choosing&Op(ons&&&Accommoda(ons&for&Children&(COACH;&Giangreco,&Cloninger,&&&Iverson,&2011).&

•  Personal&Futures&Planning&(Mount,&2000).&

•  Essen(al&Lifestyle&Planning&(Smull&&&Sanderson,&2009).&

•  Planning&Alterna(ve&Tomorrows&with&Hope&(PATH;&Pearpoint,&O’Brien,&&&Forest,&1993).&

&


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Slide 13—Definition of Universal Design for Learning (UDL) Another important approach to ensuring that all students access the core general education curriculum is UDL. Give the participants time to read the definition of UDL from the Higher Education Opportunity Act of 2008 or read the definition aloud. UDL involves designing curriculum and activities that plan for multiple ways of learning, engaging/motivating, and expressing knowledge for a diverse group of learners. It is an a priori approach that accepts and embraces diversity rather than a deficit approach that ignores or rejects the diverse ways that people learn and demonstrate learning. When instruction is planned within a UDL framework, many student needs are already addressed (e.g., general adaptations). It is then easier to make more specific adaptations to differentiate the curriculum/activity for the unique needs and preferences of an individual student. Consider viewing UDL at a Glance at http://www.youtube.com/watch?v=bDvKnY0g6e4 This video is shorter than 5 minutes and was created by CAST, a nonprofit research and development organization that works to expand learning opportunities for all individuals through UDL.

Defini&on(of(Universal(Design((for(Learning((UDL)(

From(the(Higher(Educa&on(Opportunity(Act(of(2008:(“The%term%UNIVERSAL%DESIGN%FOR%LEARNING%means%a%scien;fically%valid%framework%for%guiding%educa;onal%prac;ce%that:%(A)%provides%flexibility%in%the%ways%informa;on%is%%presented,%in%the%ways%students%respond%or%demonstrate%knowledge%and%skills,%and%in%the%ways%students%are%engaged;%and%(B)%reduces%barriers%in%instruc;on,%provides%appropriate%accommoda;ons,%supports,%and%challenges,%and%maintains%high%achievement%expecta;ons%for%all%students,%including%students%with%disabili;es%and%students%who%are%limited%English%proficient.”%


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Slide 14—Principles of UDL There are three main principles of UDL for curriculum development and design of classroom space. These three principles are (1) to provide multiple means of representation of content or input for students, (2) to provide multiple means of action and expression or output for students, and (3) to provide multiple means of engagement for students. A physical classroom learning space is considered to be universally designed if it is usable by as many students as possible without having to be modified or retrofitted. Assistive technology is part of a universally designed classroom space and universally designed curriculum (Rapp & Arndt, 2012).

Principles*of*UDL*

•  Provide(Mul,ple(Means(of(Representa,on((Input):(–  To(increase(recogni,on(and(comprehension.(

•  Provide(Mul,ple(Means(of(Ac,on(and(Expression((Output):(–  To(expand(strategic(output.(

•  Provide(Mul,ple(Means(of(Engagement:(–  To(enhance(involvement.(


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Slide 15—Provide Multiple Means of Representation (Input) Providing multiple means of representation of content to students assists them in being able to perceive the information; understand the language, mathematical expressions, and symbols used; and comprehend or assign meaning to the information. Alternative means of representation reduce perceptual and learning barriers. Multiple presentations can adapt to the different ways that students recognize symbols, objects, and information.

Slide 16—Multiple Means of Representation – Examples Give participants the opportunity to review and discuss the examples of multiple means of representation as well as time to brainstorm additional examples.

Provide(Mul,ple(Means(of(Representa,on((Input)(

•  Percep&on.**

•  Understanding*language,*mathema&cal*expressions,*and*symbols.*

*

•  Comprehension.*

Mul$ple'Means'of'Representa$on:'Examples'

•  Pair%oral%presenta-on%of%informa-on%with%visuals%in%words%or%pictures%

•  Pair%vocabulary%words,%numbers,%and%symbols%with%alterna-ve%representa-ons%of%meaning%(e.g.,%photos,%illustra-ons,%graphs,%charts).%

•  U-lize%ways%to%ac-vate%students’%exis-ng%knowledge%and%connect%new%informa-on%to%what%students%already%know.%

%Rapp%&%Arndt,%2012%


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Slide 17—Provide Multiple Means of Action & Expression (Output) With multiple means of action and expression, students can respond to information using their preferred means of control. There should be multiple ways for students to show what they know. Multiple means of expression can accommodate different motor abilities and systems of students. To meet the needs of all students, it is necessary to have options for physical expression, communication, and executive functions (i.e., functions of organization, planning, and task execution).

Slide 18—Multiple Means of Action & Expression: Examples Give participants the opportunity to review and discuss the examples of multiple means of action and expression as well as time to brainstorm additional examples.

Provide(Mul,ple(Means(of(Ac,on(&(Expression((Output)(

•  Physical)expression.)

•  Communica4on.)

•  Execu4ve)func4ons.)

Mul$ple'Means'of'Ac$on'and'Expression:'Examples'

•  Physical)expression—trace)le2ers)or)words)in)sand)or)shaving)cream,)operate)computer)with)eye)controls.)

•  Communica<on—drawing,)crea<ng)storyboards,)composing)music,)film)design.)

•  Execu<ve)func<ons—scaffold)skills)such)as)goal)seCng,)planning,)managing)resources)available,)self)monitoring)progress.)

)Rapp)&)Arndt,)2012)

)


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Slide 19—Provide Multiple Means of Engagement UDL uses many different ways to engage students in learning. Students become engaged in different types of tasks and learning activities. To increase engagement of students, teachers need to catch the interest of students, assist students in sustaining their efforts, and help them to persist toward a goal as well as to self-‐regulate their learning behaviors.

Slide 20—Multiple Means of Engagement: Examples Give participants the opportunity to review and discuss the examples of multiple means of engagement as well as time to brainstorm additional examples.

Provide(Mul,ple(Means(of(Engagement(

•  Catching)interest)of)the)students.))•  Sustaining)effort)and)persistence.))•  Self6regula7on.)

Mul$ple'Means'of'Engagement:'Examples'

•  Catching)interest—provide)choice)and)autonomy;)offer)relevant,)valuable,)and)authen:c)ac:vi:es;)decrease)discomfort)and)distrac:ons.)

•  Sustaining)effort)and)persistence—frequently)revisit)goals)and)steps)toward)goals,)vary)resources)and)change)materials,)foster)collabora:on)and)communica:on)through)structured)groups,)provide)frequent)feedback.)

•  SelfAregula:on—make)students)aware)of)their)strengths)and)needs)and)strategies)that)are)effec:ve)for)them,)scaffold)coping)skills)selfAassessment)and)selfAreflec:on.)

)Rapp)&)Arndt,)2012)


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Slide 21—Differentiated Instruction As the quote from Wormeli (2007) indicates, the purpose of differential instruction (DI) for students is to make sure that students are being challenged with work that is challenging but not too difficult and assist students with becoming independent learners. Similar to UDL, DI requires that educators know their students well and understand that they must be prepared to engage students through different approaches to learning.

Slide 22—Characteristics of Differentiated Instruction DI is proactive. The assumption is that students are diverse in a variety of ways, including ability levels, learning styles, cultural/linguistic backgrounds, and interests, and educators need to provide students with multiple means of representation. DI is more qualitative than quantitative because it involves more than just giving some students additional work to do and some students less work to do. DI involves changing the nature of the assignment. With DI, educators provide multiple approaches to the content, process, and product/assessment of instruction. By adjusting these teaching elements, educators design different approaches to what students learn, how students learn, how they integrate and apply what they have learned, and how they demonstrate proficiency.

Differen'ated+Instruc'on+(DI)+

“The%two%simple%charges%of%differen6a6on%are%1)%do%whatever%it%takes%to%maximize%students’%learning%instead%of%relying%on%a%one@size%fits%all,%whole@class%method%of%instruc6on%and%%%%%%2)%prepare%students%to%handle%anything%in%their%current%and%future%lives%that%is%not%differen6ated,%i.e.,%to%become%their%own%learning%advocates.”%%Wormeli,%2007,%p.%9%

Characteris*cs+of+DI+

•  Proac&ve.*•  More*qualita&ve*than*quan&ta&ve.*•  Provides*mul&ple*approaches*to*content,*process*and*product/assessment.*

•  Student*centered*and*student*led.**•  Blend*of*whole=class,*small=group,*and*individualized*instruc&on.*

*Tomlinson,*1995*


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Learning experiences are most effective when they are engaging and relevant and interesting to the learner. To that end, DI is student centered and student led. Finally, DI utilizes a variety of instructional groupings (e.g., whole class, small group, individualized instruction) depending on the desired outcomes for students. Slide 23—Differentiate Four Elements DI begins with high-‐quality general education curriculum that promotes active learning, connects subject matter with student’s interests, and incorporates learning styles and multiple intelligences (Lawrence-‐Brown, 2004). According to Carol Tomlinson (2002), “Differentiation means tailoring instruction to meet individual need. Whether teachers differentiate content, process, products or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction.” Teachers can differentiate four elements within units and lessons based on students’ readiness, interest/preferences, and/or learning profiles. These are content, process, products, and the learning environment.

Differen'ate*Four*Elements*

•  Content—what*the*students*need*to*learn,*know,*and*do;*how*students*will*get*access*to*the*informa8on.*

•  Process—ac8vi8es*through*which*students*engage*and*make*sense*or*master*the*content.*

•  Products—culmina8ng*projects*that*require*students*to*rehearse,*apply,*and*extend*what*they*have*learned.*

•  Learning*environment—how*the*classroom*is*arranged,*works,*and*feels.**


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Slide 24—Example of Differentiating Content Give participants the opportunity to review and discuss the examples of differentiating content as well as time to brainstorm additional examples.

Slide 25—Examples of Differentiating Process Give participants the opportunity to review and discuss the examples of differentiating process as well as time to brainstorm additional examples.

Example(of(Differen0a0ng(Content(

•  Use$reading$materials$at$varying$levels$of$readability.$

•  Put$text$materials$on$audio$DVD.$•  Use$spelling$or$vocabulary$lists$at$readiness$levels$of$

students.$•  Present$ideas$through$auditory$and$visual$means.$•  Use$reading$buddies.$•  Meet$with$small$groups$to$re>teach$an$idea$or$skill$

to$struggling$learners$or$to$extend$the$skills$of$advanced$learners.$

Tomlinson,$2000$

Examples)of)Differen1a1ng)Process)

•  Use$ac'vi'es$through$which$students$engage$with$different$levels$of$support,$challenge,$and$complexity.$

•  Provide$interest$centers$that$encourage$students$to$explore$components$of$the$class$topic$of$interest$to$them.$

•  Offer$manipula'ves$or$other$hands>on$supports$for$students$who$need$them.$

•  Vary$the$length$of$'me$a$student$may$take$to$complete$a$task$to$provide$addi'onal$support$or$to$encourage$pursuit$of$a$topic$in$greater$depth.$

$Tomlinson,$2000$

$


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Slide 26—Examples of Differentiating Products Give participants the opportunity to review and discuss the examples of differentiating products as well as time to brainstorm additional examples.

Slide 27—Examples of Differentiating Learning Environment Give participants the opportunity to review and discuss the examples of differentiating the learning environment as well as time to brainstorm additional examples.

Examples)of)Differen1a1ng)Products)

•  Offer%students%op-ons%of%how%to%express%required%learning%(e.g.,%create%a%puppet%show,%write%a%le;er,%develop%a%mural%with%labels).%

•  Allow%student%to%work%on%their%products%alone%or%in%small%groups.%

•  Encourage%students%to%create%their%own%product%assignments%as%long%as%they%contain%the%required%elements.%

%Tomlinson,%2000%

%

Examples)of)Differen1a1ng)Learning)Environment)

•  Arrange'places'in'the'classroom'where'students'can'work'quietly'without'distrac7ons'and'places'where'students'can'collaborate'and'even'move'around'to'learn.'

•  Provide'materials'that'reflect'a'variety'of'cultures'and'home'se>ngs.'

•  Establish'rou7nes'that'allow'students'to'get'help'when'teacher'is'busy'with'other'students'and'cannot'help'them'immediately.'

''Tomlinson,'2000'


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This content was produced under U.S. Department of Education, Office of Special Education Programs, Award No. H325A120003. Bonnie Jones and David Guardino serve as the project officers. The views expressed herein do not necessarily represent the positions or polices of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service, or enterprise mentioned in this website is intended or should be inferred.

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