WHAT’S SPECIAL ABOUT SPECIAL EDUCATIONJanel Payette

Coordinator RSE TASC

OUR LEARNING TARGETS TODAY:

• Identify the difference between Universal Design for Learning (UDL), Differentiated Instruction (DI), and Specially Designed Instruction (SDI)

• Identify elements of SDI that increase access to instructional content and materials

• Identify the elements of EI for students with disabilities that increase academic success

• Make connections to effective teacher practice

The Common Core is the DESTINATION, not

the journey.

Stated another way: It’s the WHAT, not the HOW.

Universal Design for Learning

Specially Designed Instruction

Differentiated Instruction

Explicit InstructionScaffolding

CHECK FOR UNDERSTANDINGUDL, DI, SDI, SCAFFOLDING

• Several students have parts of their pre-writing graphic organizer completed for them as an extended model.

• Sam has a voice to text program that he learns to edit after dictation.

• Students use one of three topics of varying difficulty as a basis for their writing.

• Every student may use the word processor and is responsible for editing.

SPECIALLY DESIGNED INSTRUCTION200.6(A)(1)

Students with disabilities shall be provided special education in the least restrictive environment, as defined in section 200.1(cc) of this Part. To enable students with disabilities to be educated with nondisabled students to the maximum extent appropriate, specially designed instruction and supplementary services may be provided in the regular class, including, as appropriate, providing related services, resource room programs and special class programs within the general education classroom.

Adapting, as appropriate to the needs of an eligible student, the content, methodology, or delivery of instruction to address the unique needs that result from the student’s disability; and to ensure access of the student to the general curriculum, so that he or she can meet the education standards that apply to all students.

SPECIALLY DESIGNED INSTRUCTION PART 200.1(VV)

OPERATIONALIZED DEFINITIONS

• Adapting: making changes matched to student need or condition

• Content: knowledge and skills that comprise curriculum to be mastered

• Methodology: actions by the teacher intended to produce or facilitate learning which includes the art and science of instruction

• Delivery of Instruction: teaching that results in access to, participation in, and progress in the curriculum for students with disabilities

Developed Valerie Cole Southern Tier RSE TASC 2013

Specially Designed Instruction

Accommodations

Modifications

Adaptive EquipmentAssistive Technology

Strategy Instruction

Universal Design for Learning

Differentiated Instruction

Explicit InstructionScaffolding

WE PROVIDE SPECIALLY DESIGNED INSTRUCTION THROUGH EXPLICIT INSTRUCTION

Explicit Instruction is: Structured, systematic

Effective researched-based methodology for teaching classroom routines, behavior expectations, academic content and skills and cognitive learning strategies. In particular, for students with disabilities and novice learners

Includes instructional design and delivery procedures (I do, we do, you do)

Characterized by a series of scaffolds, explanations, demonstrations, and supported practice with embedded feedback.

ELEMENTS OF EXPLICIT INSTRUCTIONARCHER & HUGHES (2011) EXPLICIT INSTRUCTION: EFFECTIVE & EFFICIENT TEACHING

1. Focus instruction on critical content

2. Sequence skills logically

3. Break down complex skills & strategies into smaller units

4. Design organized & focused lessons

5. Begin lessons with a clear statement of the lesson’s goals & your expectations

6. Review prior skills & knowledge before beginning the lesson

7. Provide step-by-step demonstrations

8. Use clear & concise languageGreen Handout

EXPLICIT INSTRUCTION (CONT’D)9. Provide an adequate range of examples and non-

examples

10. Provide guided and supported feedback

11. Require frequent response

12. Monitor student performance closely

13. Provide immediate affirmative & corrective feedback

14. Deliver the lesson at a brisk pace

15. Help students organize knowledge

16. Provide distributed & cumulative practice

INSTRUCTIONAL SCENARIOS

• Turn to an elbow partner• “I” time to read the scenarios• Utilize the 16 elements of explicit instruction

hand out to see how many elements you can identify

• Utilize the five provisions of SDI handout, identify to identify instances that the teacher provided SDI

• Group share

White Handout Scenario #2

INDICATORS THAT A LESSON IS PURPOSEFULLY DESIGNED AND THAT INSTRUCTION IS DELIVERED TO MEET THE NEEDS OF STUDENTS WITH DISABILITIES

RSE TASC Walkthrough Tool Supportive Accessible Classroom Environment

Management Positive Classroom Climate Physical Organization

Explicit Instruction Explicit Instruction Teaching Functions Explicit Instruction Elements

Specially Designed Instruction Specially Designed Instruction: Direct Instruction of

Targeted Skills, Accommodations, Re-TeachingYellow Handout

CONTINUUM OF SERVICES

• Provision of SDI through EI in all settings• Hallmarks

PARAPROFESSIONALS-WHAT IS THE ROLE OF THE

PARAPROFESSIONAL?

Purple Handout

REVIEW LEARNING TARGETS

• Identify the difference between Explicit Instruction (EI), Universal Design for Learning (UDL), Differentiated Instruction (DI), and Specially Designed Instruction (SDI)

• Identify elements of SDI that increase access to instructional content and materials

• Identify the elements of EI for students with disabilities that increase academic success

• Make connections to effective teacher practice

TICKET OUT THE DOOR

Please write on index cards• 1 Aha• 1 thought you are mulling over • 1 question you still have