Teaching All Students: Accommodations, Modifications and Differentiated Instruction

1. Teaching All Students: Accommodations, Modifications and Differentiated Instruction Brooke Bottari Exceptional Education Coordinator

2. How We Teach Makes A Difference!

3. What’s wrong with this picture?

4. Least-Effective Teaching • Presenting large amounts of material at a time • Failing to guide student practice • Giving little time for student processing of the new material • Expecting all students to get new material the first time • Failing to prevent students from developing misconceptions J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.

5. Most-Effective Teaching • Presenting smaller amounts of material at any time • Guiding student practice as students worked problems • Providing for student processing of the new material • Checking the understanding of all students • Attempting to prevent students from developing misconceptions J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.

6. Why should students with significant challenges be taught in the general education curriculum in the general education classroom? • Offers opportunities to learn valuable knowledge, skills, and dispositions • Builds opportunities for shared interests with all students • Opens up transitional opportunities • Supports meaningful social relationships

7. Research A meta-review of research on inclusive schooling practices found that students who are included in general education classes develop better communication skills, social skills, more authentic social relationships and learn more functional skills related to living and working in the real world when they are in general education classrooms. (McGregor & Vogelsberg, 1998)

8. Creating inclusive school environments Modifications Academic Non- Academic Accommodations Supports that all students receive: *Universal Design for Learning * DIfferentiated Instruction Resources

9. Great… so how do I do it?

10.  Accommodations/Modifications Differentiated Instruction Accommodations Modifications

11. Legal Justification Accommodate, Modify, and Support I.D.E.A. 1997 Reauthorization specifies (300.342(b)(3)) that the public agency shall ensure... each teacher and provider is informed of his or her specific responsibilities related to implementing the child’s IEP and the specific accommodations, modifications, and supports that must be provided for the child in accordance with the IEP.

12. Modifications Do not fundamentally alter or lower expectations or standards in instructional level, content or performance criteria. Do fundamentally alter or lower expectations or standards in instructional level, content or performance criteria. Changes are made in order to provide equal access to learning and equal opportunity to demonstrate what is known. Changes are made to provide student meaningful & productive learning experiences based on individual needs & abilities. Adaptations • Accommodations Grading is same Grading is different

13. Adaptations Curricular adaptations are changes permissible in educational environments which allow the student equal opportunity to obtain access, results, benefits and levels of achievement

14. Adaptations Include: • Accommodations • Allow access to the current level of instruction in the classroom • Modifications • Changes are made to provide meaningful and productive learning experiences based on individual needs and abilities (insures accessibility through Assistive Technology)

15. Accommodations Some curricular adaptations do not fundamentally alter or lower standards or expectations in either the instructional or assessment phases of a course of study and can be designated “accommodations”

16. Modifications Some adaptations do alter or lower standards or expectations and can be termed “modifications.” These modifications, although providing access, will necessitate careful selection of assessment components to achieve accountability for performance

17. Modificationsanother view. . . Changes in the assessment that alter what the test is to measure or the comparability of scores. More broadly, sometimes this term is used as a synonym for adaptations made in the curriculum, presentation method or the environment to provide support for the student with disabilities. Alan Gartner and Dorothy Kerzer Lipsky

18. Assistive Technology Bridges the functional performance gap (motor, speech, hearing, vision) to enable students with disabilities to participate in the general education curriculum.

19. Communication supports through the use of Augmentative Alternative Communication (AAC) devices Can support students in: • Initiating communication • Responding to and asking questions • Gaining information • Clarifying messages • Class participation • Discussion • Social interaction

20. Nine Types of Adaptations Quantity/ Size Adapt the number of items that the learner is expected to learn or complete. For example: Reduce the number of social studies terms a learner must learn at any one time. Time Adapt the time allotted and allowed for learning, task completion, or testing.. For example: Individualize a timeline for completing a task; pace learning differently (increase or decrease) for some learners. Level of Support Increase the amount of personal assistance with a specific learner. For example: Assign peer buddies, teaching assistants, peer tutors, or cross-age tutors. Input Adapt the way instruction is delivered to the learner. For example: Use different visual aids; plan more concrete examples; provide hands-on activities; place students in cooperative groups. Difficulty Adapt the skill level, problem type, or the rules on how the learner may approach the work. For example: Allow the use of a calculator to figure math problems; simplify task directions; change rules to accommodate learner needs. Output Adapt how the learner can respond to instruction. For example: Instead of answering questions in writing, allow a verbal response; use a communication book for some students. Allow students to show knowledge with hands-on materials. Participation Adapt the extent to which a learner is actively involved in the task.. For example: In geography, have a student hold the globe, while others point out locations. Alternate Goals Adapt the goals or outcome expectations while using the same materials. For example: In social studies, expect one student to be able to locate just the states while others learn to locate capitals as well. Substitute Curriculum Provide different instruction and materials to meet a learner’s individual goals. For example: During a language test one student is learning computer skills in the computer lab. Center for School & Community Integration, Institute for the Study of Developmental Disabilities, Indiana University, Bloomington, IN

21. What does differentiated instruction mean to you?

22. Who Deserves Differentiated Instruction Most-Effective Teachers J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.

23. Everybody!

24. Key Principles for developing classrooms for diverse learners Teacher: • Focuses on the essentials • Attends to student differences • Gathers day-to-day data • Modifies one or more of the curricular elements • Content • Process • Product

25. Key Principles for developing classrooms for diverse learners,continued Teacher: • Collaborates with students in learning • Balances group and individual norms • Organizes students so that they work together flexibly (All students participate in respectful work) (Tomlinson, 1995)

26. The Differentiated Classroom Learning Environments must feel emotionally safe for learning to take place.

27. Differentiated classroom? Students with severe disabilities and typical peers….. Teachers: • Begin where students are • Accept that learners are different in important ways • Are ready to engage learners through different modalities • Appeal to varying interests • Vary degree of complexity • Ensure that student competes against self to assess growth (Tomlinson, 1999)

29. An approach designed to help disabled students Adaptations “tacked on” to already developed lessons Changing parts of a lesson for one or two students A new approach to teaching and learning An approach that benefits all students Curriculum, instruction, and assessment that is carefully designed to meet the needs of students Creating diversity in instruction- mixing lesson formats, instructional arrangements, support, etc. for all learners Something most teachers are doing already perhaps without realizing it Differentiated InstructionIs Not: Is: Adapted from Tools for Schools, Kluth, Paula (2000)

33. Differentiated Instruction Three Principles: Learning environments must be emotionally safe for learning to take place. To learn, students must experience appropriate levels of challenge. Each brain must make its own meaning of ideas and skills. http://www.ed.gov/teachers/how/tools/initiative/summerworkshop/walker/edlite-slide015.html

34. Teachers Can Differentiate Content Process Product According to Students’ Interest Learning Profile Readiness Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999)

35. Readiness related to time allotted to learn a concept Time for learning Time for sorting Fast learner Average learner Slow learner Time for learning Additional time needed Time for partial learning

36. Ability to Learn • All students can learn • All students are different • Learning styles are different • Abilities are different • Speed of acquiring new information is variable • Educational abilities are different • Some students can sit in a “typical” classroom with no help and learn, others need help

37. As teachers we teach individuals not curriculum

38. Teaching individuals • While some students need very little assistance to learn what is presented to them, others need help. • The degree of help depends on the student, his/her learning style, ability level, and possible learning difficulties • Many options and levels of assistance are available to students

39. A typical teaching classroom caters to all learning styles

40. There is Nothing So Unequal As The Equal Treatment Of Un-equals • LEARNING STYLES • Auditory Learners • Visual Learners • Tactile – Kinesthetic Learners

41. MULTIPLE INTELLIGENCES • Linguistic Intelligence (word smart) • Logical-mathematical Intelligence (number/reasoning smart) • Spatial Intelligence (picture smart) • Bodily-kinesthetic Intelligence (body smart) • Musical Intelligence (music smart) • Interpersonal Intelligence (people smart) • Intrapersonal Intelligence (self smart) • Naturalistic Intelligence (nature smart)

42. Learn best through: reading writing story telling word games discussion dialogue In the classroom we: Play word games Have discussions Tell stories Dialogue with students Linguistic learners

43. Learn best through: experimenting questioning logical puzzles manipulatives science materials field trips In the classroom we: Do experiments Ask questions Present mind teasers and puzzles Take fieldtrips Use manipulatives Logical-Mathematical learners

44. Learn best through: Designing Drawing Visualizing Doodling Illustrated books Art Videos Games Mazes pictures In the classroom we: Let students draw Have art classes and projects Use pictures, computer software, and games Ask students to visualize what is happening in stories, etc. Spatial learners

45. Learn best through: movement gestures role play hands on learning tactile experiences physical games things to build In the classroom we: Have movement breaks Do experiments and hands-on projects Play games Have gym and recess Use manipulatives to teach Bodily-Kinesthetic learners

46. Learn best through: singing taping feet and hands listening sing-along-time rhythmic memory devices concerts In the classroom we: Sing songs, and read poetry Listen to stories on tape Have music class Listen to stories read out loud Play games using body movements Musical learners

47. Learn best through: Classroom discussion organizing mediating leadership group games group projects/activities mentor relationships In the classroom we: Have group projects Use table leaders Hold discussions Teach mediation Play games Interpersonal learners

48. Learn best through: Setting goals Day dreaming meditating Planning Being quiet Time alone Independent projects Self-paced work Making choices In the classroom we: Have schedules Complete independent work and projects Allow students to work on their pace (within reason) Give students choices Involve students in educational choices when possible Intrapersonal learners

49. Teachers can differentiate at least four classroom elements: • Content- what the student needs to learn or how he/she will access the information • Process- activities in which the student engages to make sense of the information and master it • Products-culminating projects in which the student rehearses, applies or extends what he or she has learned • Learning Environment-the way the classroom looks and feels Excerpted from: Tomlinson, C. A. (August, 2000) Differentiation of Instruction in the Elementary Grades. ERIC Digest. ERIC Clearinghouse on Elementary and Early Childhood Education.

50. Teachers differentiate the content, process, products and learning environment according to: • Readiness-offers a range of learning tasks (concrete or abstract; simple or complex; more structured or more open, etc.) • Interests- allows students to have a say in how they will apply the key skills being studied • Learning Profile- takes into account the learning style of the students