Chapter 5 – Planning Instruction by Analyzing Classroom and Student Needs
How can the INCLUDE Strategy Help You Make Reasonable Accommodations for Students with Special Needs
· Step 1: Identify Classroom Demands
o Allows teachers to anticipate and explain problems a student might experience
· Step 2: Note Student Learning Strengths and Needs
· Step 3: Check for Potential Areas of Student Success
o Analyze student’s strengths in view of classroom demands
· Step 4: Look for Potential Problem Areas
o Analyze student’s needs in view of classroom demands (noted in Step 1)
o Identify learning needs
o Find mismatches that act as barriers to success
· Step 5: Use Information to Brainstorm Ways to Differentiate Instruction
o Two ways to differentiate instruction for students with disabilities
o Instructional accommodations
o Instructional or curricular modifications
· Step 6: Differentiate Instruction
o Select age-appropriate strategies
o Select the easiest approach first
o Select changes you agree with
o Identify a “can’t” or “won’t” issue
o Give students choices
o Select strategies proven to be effective
· Step 7: Evaluate Student Progress
o Grades
o Observations and analysis
o Portfolios
o Assessments
o Ratings by teachers, students, parents
Classroom Environments
· Classroom Management
o Physical Organization
§ Classroom appearance, use of spaces (walls, lighting, floor space, storage)
o Classroom Routines
§ Routines that are carefully structured reduce nonacademic time and increase learning time
§ Academic and nonacademic
o Classroom Climate
§ Overall atmosphere
§ Communicate respect and trust to students
o Behavior Management
§ Set rules
§ Brief and specific
§ Positively worded
§ Clearly understood
§ Spell out consequences for actions
§ Monitor behaviors regularly
o Use of Time
§ Instructional Time
§ Transition Time
· Classroom Grouping
o Whole-Class/Large-Group Instruction
§ Pros – spend entire time with teacher, does not single out students
o Small-Group Instruction
o One-to-One Instruction
· Instructional Materials
o Learning Outcomes
§ Remembering
§ Understanding
§ Applying
§ Analyzing
§ Evaluating
§ Creating
o Textbooks
§ Cover big ideas, not isolated facts
§ Support for student comprehension
§ Organization of headings and subheads
§ Consistent coverage of topics
§ Clear signals of structure
§ Activate background knowledge
§ Use high-quality writing
o Manipulatives and Models
§ Manipulatives – concrete objects or representational items (such as blocks or counters)
§ Models – tangible objects that provide a physical representation of an abstract concept (such as scale models)
o Technology
§ High-tech and low-tech options
§ Drill-and-practice programs, Tutorials
§ Simulations
§ Assistive technology
· Instruction Methods
o Direct Instruction
§ Review previous day’s work (review)
§ Present new content or skills
§ Provide practice, check for understanding
§ Give feedback and correction (reteach)
§ Allow for independent student practice
§ Review frequently
o Indirect Instruction
§ 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, and academic skills
o Scaffolding
§ Present the new cognitive strategy
§ Regulate difficulty during guided practice
§ Provide varying contexts for student practice
§ Provide feedback
§ Increase student responsibility
§ Provide independent practice
o Independent Student Practice
§ 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
o Evaluation of Student Performance
§ Determine how well students have mastered academic skills or content
§ Consider how tests and assignments interact with needs
§ Measure a student’s skill or content mastery, not a student’s disability
Additional Resources | |
Center for Applied Special Technology | www.cast.org/tes |
National Instructional Materials Accessibility Standard (NIMAS) | www.NIMAS.org |
Association for Direct Instruction | www.adihome.org |
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