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    Planning Instruction by

    Analyzing Classroom andStudent Needs

    Chapter 5

    Copyright 2009 Pearson Allyn & BaconCopyright 2009 Pearson Allyn & Bacon

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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

    Copyright 2009 Pearson Allyn & Bacon

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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