Co-Teaching Level II: NE GLRS Continuous Improvement Project
What’s So Special about special ed? Specialized Instruction Module I Beth McMickle, EDS and Jennifer Leahy, EDS
Table of Contents 
Module I: What are the differences between UDL, DI, SI, accommodations, modifications and scaffolding?
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Module II: What is a processing deficit? What are the different kinds of processing deficits? How do processing deficits impact classroom performance?
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Module III: What is the role of case load manager? What is the role of the special education teacher that is co-teaching? How can all the processing information be organized to ensure all students with disabilities receive specialized instruction?
Module I: What’s So Special About Special Ed?
Universal Design for Learning (UDL) Differentiated Instruction (DI)
Accommodations Specialized Instruction (SI) Modifications Scaffolding
Learning Targets ď ś
I can explain the differences between universal design for learning and scaffolding, differentiated instruction, specialized instruction, accommodations and modifications.
What’s the Difference?...
Universal Design for Learning
Differentiated Instruction
scaffolding
Specialized Instruction
accommodations
modifications
Universal Design for Learning
Universal Design for Learning Guidelines Provide Multiple Mean of Engagement
Provide Multiple Means of Provide Multiple Means of Representation Action and Expression
Present information & content in different ways.
Differentiate the ways that students can express what they know.
Stimulate interest and motivation for learning.
The “What” of Learning
The “How” of Learning.
The “Why” of Learning.
What Universal Design for Learning Is…
Use before you know the learners to anticipate possible problems Proactive Good for all learners Tier I
What’s the Difference?...
Universal Design for Learning
Differentiated Instruction
scaffolding
Specialized Instruction
accommodations modifications
Differentiation
http://youtu.be/kn8faeuQjE0
Teachers Can Differentiate Content
Process
Product
Environment
According to Students’ Readiness
Interest
Learning Profile
Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999)
Affect
What Differentiation Is…
Uses formative assessment data to determine needed differentiation
When a teacher changes the content, process, product or environment
according to the student’s readiness level, interest, learning profile or affect
Should be student centered
Use of flexible grouping
Scaffolding A temporary support to bridge what a learner can do to what is needed to achieve success on a specific task. As the learner progresses the bridge, or scaffolding, is gradually withdrawn. Examples of Scaffolding •
Foldables
•
Bookmarks
•
Activating prior knowledge
•
Piquing interest of learner with pictures, video, photos, art etc…
•
Preteaching/previewing vocabulary and/or skills
•
Use of visuals such as graphic organizers, charts, graphs
•
Think-pair-share
•
menus
Modeling – I Do It, We Do It, You Do It
Cue Cards
Concept maps
Examples
Hints
Prompts
Question cards
Question stems or answers
Chunking content
pre, during and after reading activities Students make scaffolding notebook
What’s the Difference?...
scaffolding
accommodations
modifications
Specialized Instruction IDEA Part B “Specially designed instruction, at no cost to parents, to meet the unique needs of a child with a disability, including instruction conducted in the classroom, in the home, in hospitals, and institutions, and in other settings�
What Specialized Instruction Is…
Uses information regarding students’ processing strengths and weaknesses to determine instruction
Adapting the curriculum to meet the child’s UNIQUE needs that result from their disability
Adjusting the content, methodology or delivery of instruction
To ensure the child can be successful in general education
Accommodations
Gets everyone on the same playing field
Doesn’t give anyone an unfair advantage
An example: When students wear eye glasses, they enable them to be able to see better. The eye glasses do not give the student an unfair advantage over the other students. It makes them equal learners.
Examples of Specialized Instruction vs. Accommodations Specialized Instruction
Teach social skills
Teach time management skills
Teach summarization skills
Teach memory strategies
Teach how to use a graphic organizer
Teach how to use AT
Teach use of checklists
Teaching reading using a program specifically designed for students with processing issues
Accommodations Visual cues and schedules
Use of timer
Use of color coding
Large print
Chunking tasks and information
Allow use of formula cards, checklists, graphic organizers etc..
Note taking assistance Increase white space
Modifications ď ś
Changing the curriculum
ď ś
For students who are unable to master all of the grade level content/standards
Let’s Summarize!
UDL –Use before you know the student
Differentiation-Use based on formative assessment data
Specialized Instruction-Use based on processing strengths and weaknesses
Accommodation-Use when you are leveling the playing field
Modification-Use when you need to change the curriculum; lower the content level of the material.
Scaffolding-Use when you need a bridge until the student learns the skills or information
Let’s Practice!
How do you determine if you are using Specialized Instruction, Differentiated Instruction, scaffolding, accommodations, or modifications etc…it is not what strategy you are using, but rather, why or how are you using it with that particular student or group of students.
Learning Targets ď ś
I can explain the differences between universal design for learning and scaffolding, differentiated instruction, specialized instruction, accommodations and modifications.