tlse 557-chapter05
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Planning Instruction by
Analyzing Classroom andStudent Needs
Chapter 5
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Objectives: Students will be able to
Explain definition of reasonable accommodations
Describe the INCLUDE decision-making process for
accommodating students
Identify key elements of a classroom environment
Describe major components of classroom organization and
the ways in which they can be adapted
List ways to group students in an inclusive classroom
Explain the benefits of effective classroom materials andinstructional methods
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Principle #1 states that all teachers
Understand students with disabilities may need
accommodations, modifications, and/or adaptations to the
general curriculum depending on their learning strengths andneeds
Principle #4 states that all teachers
Understand that it is particularly important to provide
multiple ways for students with disabilities to participate inlearning activities
INTASC Principles Reflected in This Chapter:
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Principle #5 states that all teachers
Identify the interests and preferences of students with
disabilities and use this information to encourage students with
disabilities to make positive contributions
Take deliberate action to promote positive relationships
between students with disabilities and age-appropriate peers
Promote intrinsic motivation and create engaging andmotivating learning environments
INTASC Principles (cont.)
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CEC Content Standard #5 states that special educators
Foster environments where diversity is valued and
taught in a productive and culturally diverse world Shape environments to encourage independence, self-
motivation and direction, empowerment and self-
advocacy
CEC Standards Reflected in This Chapter:
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CEC Content Standard #7 states the special educators
Facilitate instructional planning in a collaborative context
including individuals with exceptionalities, families,
professional colleagues, and personnel from other agenciesas appropriate
CEC Standards (continued)
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Using INCLUDE Strategy in
Making AccommodationsALL teachers work with students with
disabilities
IDEA and NCLB allow all students access,participation, and progress in general ed
curriculum
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INCLUDE Strategy Assumes
that:
Performance results from interaction between
student and instructional environment, which
minimizes or magnifies needs
Teachers can reasonably accommodate most
students with special needs
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INCLUDE Strategy Contains
Two Elements:
Universal design materials, methods, and
assessments are designed with built-in supports
Differentiated instruction a variety of strategies are
necessary to meet the needs in any given classroom
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Seven Steps of INCLUDE
Strategy Identify classroom demands
Note student strengths and needs
Check for success
Look for problem areas
Use information to brainstorm
Differentiate instruction Evaluate progress
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Step 1: Identify Classroom
Demands
Allows teachers to anticipate and explainproblems a student might experience
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Classroom Management
Physical organization
Classroom routines
Classroom climate
Behavior management
Use of time
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Figure 5.1
Overview of
ClassroomEnvironments
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Classroom Grouping
Flexible grouping uses a variety of
arrangements:
Whole class or large-group
Small groups
One-to-one instruction
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Instructional Materials
Textbooks
Basic skill texts (basals)
Manipulatives and models
Technological devices
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Instructional Methods
Direct instruction
Indirect instruction
Scaffolded instruction
Independent practice
HomeworkStudent evaluation
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Forms of Student Evaluation
Grades
Narrative reports
Whatever method is used, it should measure
what a student knows, not the extent of the
disability
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Step 2: Note Student
Strengths and Needs
Academics
Social-emotional development
Physical development
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Step 2: Note Strengths and
Needs (cont.)
Academics
Basic skills
Cognitive/learning strategies
Survival skills
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Step 2: Note Strengths and
Needs (cont.)
Social-emotional development
Conduct
Interpersonal skills
Psychological adjustment
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Step 2: Note Strengths and
Needs (cont.)
Physical development
Vision and hearing levels
Motor skills
Neurological functioning
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Step 3: Check for Potential
Successes
Analyze students strengths in view of
classroom demands (noted in Step 1)Find activities or tasks that student can do
successfully
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Step 4: Look for Potential
Problems
Analyze students needs in view of classroom
demands (noted in Step 1)
Identify learning needs
Find mismatches that act as barriers to success
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Step 5: Use Information to
Brainstorm Ways toDifferentiate Instruction
Two ways to differentiate instruction forstudents with disabilities
- Instructional accommodations
- Instructional or curricularmodifications
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Accommodations
Bypass/compensatory strategies
Changes in methods, materials, groupings,
management
Intensive instruction on basic skills and
learning strategies
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Modifications
Content expectations are altered
Performance expectations are changed
Should be used only for students with mostsevere disabilities
Simplifying content inappropriately can
lead to watered down curriculum
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Step 6: Differentiate
Instruction
Select age-appropriate strategies
Select the easiest approach first Select changes you agree with
Identify a cant or wont issue
Give students choices
Select strategies proven to be effective
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Step 7: Evaluate Student
ProgressGrades
Observations and analysisPortfolios
Assessments
Ratings by teachers, students, parents
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Review of INCLUDE Steps
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Managing an Inclusive
ClassroomPhysical organization
Routines for classroom business
Classroom climate
Behavior management
Use of time (academic learning time andtransition time)
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Tips on Behavior Management:
Set rules
Brief and specific
Positively worded
Clearly understood
Spell out consequences for actions
Monitor behaviors regularly
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Grouping Students in
Inclusive Classrooms
Whole class or large group
Small group Same-skill (homogeneous) groupings
Mixed-skill (heterogeneous) groupings
One-to-one
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Problems with One-to-One
Instruction Inefficient, less instructional time for all
High levels of off-task behavior
Lack of peer models and motivation
Exclusion from social interaction
Need for further analysis of student needs
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Evaluating Materials for
Inclusive Classrooms
Learning Outcomes
TextbooksManipulatives and models
Technology
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Learning Outcomes Related
to Six Levels of ThoughtRemembering
UnderstandingApplying
Analyzing
Evaluating
Creating
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Types of Textbooks
Basals offer key components of subject
curriculum
Content-area textbooks - used in subject
areas such as science or social studies
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Elements of Quality Writing
in Textbooks
Obvious connectives and conjunctions
Clear references
Transition statements that connect ideas
Easy-to-follow chronological sequences
Graphic aids that relate to text
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Manipulatives and Models
Manipulatives concrete objects or representational
items (such as blocks or counters)
Models tangible objects that provide a physicalrepresentation of an abstract concept (such as scale
models)
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Technology
High-tech and low-tech options
Drill-and-practice programs
Tutorials Simulations
Assistive technology
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Assistive Technology
Assistive Technology Device: any item, piece ofequipment or product system, whether acquiredcommercially off the shelf, modified, or
customized, that is used to increase, maintain,or improve functional capabilities of a childwith disabilities
IDEA (20 U.S.C. Section 1401)
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Assistive Technology
. . . devices and services that enhance the
performance of individuals with a disability by
enabling them to complete tasks more effectively,
efficiently, and independently than otherwise
possible (Edyburn, 2000)
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Analyzing Instructional
Methods
Direct instruction
Indirect instructionScaffolding
Independent practice
Evaluation of performance
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Direct Instruction Steps
Review previous days work (review)
Present new content or skills
Provide practice, check for understanding
Give feedback and correction (reteach)
Allow for independent student practice
Review frequently
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Indirect Instruction
Methods Students are naturally active learners
Students are capable of constructing meaning on
their own Inquiry (or discovery) learning situations requiring
initiative and exploration
Skills needed for success include classroom
behavior, social, group coping, inquiry, andacademic skills
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Scaffolding Steps
Present the new cognitive strategy
Regulate difficulty during guided practice
Provide varying contexts for practice Provide feedback
Increase student responsibility
Provide independent practice
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Independent Practice
Guidelines Practice only skills already learned
Need desire and reason to learn skills
Individualize practice
Be specific and systematic
Stress much practice on a few skills
Organize for high levels of success Allow for immediate feedback
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Ways to Provide
Independent Practice
Learning centersHomework
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Evaluation of Student
Performance Determine how well students have mastered
academic skills or content
Consider how tests and assignments interact withneeds
Measure a students skill or content mastery, not a
students disability