Post on 18-Dec-2015
WHAT’S SPECIAL ABOUT SPECIAL EDUCATIONJanel Payette
Coordinator RSE TASC
OUR LEARNING TARGETS TODAY:
• Identify the difference between Universal Design for Learning (UDL), Differentiated Instruction (DI), and Specially Designed Instruction (SDI)
• Identify elements of SDI that increase access to instructional content and materials
• Identify the elements of EI for students with disabilities that increase academic success
• Make connections to effective teacher practice
The Common Core is the DESTINATION, not
the journey.
Stated another way: It’s the WHAT, not the HOW.
Universal Design for Learning
Specially Designed Instruction
Differentiated Instruction
Explicit InstructionScaffolding
CHECK FOR UNDERSTANDINGUDL, DI, SDI, SCAFFOLDING
• Several students have parts of their pre-writing graphic organizer completed for them as an extended model.
• Sam has a voice to text program that he learns to edit after dictation.
• Students use one of three topics of varying difficulty as a basis for their writing.
• Every student may use the word processor and is responsible for editing.
SPECIALLY DESIGNED INSTRUCTION200.6(A)(1)
Students with disabilities shall be provided special education in the least restrictive environment, as defined in section 200.1(cc) of this Part. To enable students with disabilities to be educated with nondisabled students to the maximum extent appropriate, specially designed instruction and supplementary services may be provided in the regular class, including, as appropriate, providing related services, resource room programs and special class programs within the general education classroom.
Adapting, as appropriate to the needs of an eligible student, the content, methodology, or delivery of instruction to address the unique needs that result from the student’s disability; and to ensure access of the student to the general curriculum, so that he or she can meet the education standards that apply to all students.
SPECIALLY DESIGNED INSTRUCTION PART 200.1(VV)
OPERATIONALIZED DEFINITIONS
• Adapting: making changes matched to student need or condition
• Content: knowledge and skills that comprise curriculum to be mastered
• Methodology: actions by the teacher intended to produce or facilitate learning which includes the art and science of instruction
• Delivery of Instruction: teaching that results in access to, participation in, and progress in the curriculum for students with disabilities
Developed Valerie Cole Southern Tier RSE TASC 2013
Specially Designed Instruction
Accommodations
Modifications
Adaptive EquipmentAssistive Technology
Strategy Instruction
Universal Design for Learning
Differentiated Instruction
Explicit InstructionScaffolding
WE PROVIDE SPECIALLY DESIGNED INSTRUCTION THROUGH EXPLICIT INSTRUCTION
Explicit Instruction is: Structured, systematic
Effective researched-based methodology for teaching classroom routines, behavior expectations, academic content and skills and cognitive learning strategies. In particular, for students with disabilities and novice learners
Includes instructional design and delivery procedures (I do, we do, you do)
Characterized by a series of scaffolds, explanations, demonstrations, and supported practice with embedded feedback.
ELEMENTS OF EXPLICIT INSTRUCTIONARCHER & HUGHES (2011) EXPLICIT INSTRUCTION: EFFECTIVE & EFFICIENT TEACHING
1. Focus instruction on critical content
2. Sequence skills logically
3. Break down complex skills & strategies into smaller units
4. Design organized & focused lessons
5. Begin lessons with a clear statement of the lesson’s goals & your expectations
6. Review prior skills & knowledge before beginning the lesson
7. Provide step-by-step demonstrations
8. Use clear & concise languageGreen Handout
EXPLICIT INSTRUCTION (CONT’D)9. Provide an adequate range of examples and non-
examples
10. Provide guided and supported feedback
11. Require frequent response
12. Monitor student performance closely
13. Provide immediate affirmative & corrective feedback
14. Deliver the lesson at a brisk pace
15. Help students organize knowledge
16. Provide distributed & cumulative practice
INSTRUCTIONAL SCENARIOS
• Turn to an elbow partner• “I” time to read the scenarios• Utilize the 16 elements of explicit instruction
hand out to see how many elements you can identify
• Utilize the five provisions of SDI handout, identify to identify instances that the teacher provided SDI
• Group share
White Handout Scenario #2
INDICATORS THAT A LESSON IS PURPOSEFULLY DESIGNED AND THAT INSTRUCTION IS DELIVERED TO MEET THE NEEDS OF STUDENTS WITH DISABILITIES
RSE TASC Walkthrough Tool Supportive Accessible Classroom Environment
Management Positive Classroom Climate Physical Organization
Explicit Instruction Explicit Instruction Teaching Functions Explicit Instruction Elements
Specially Designed Instruction Specially Designed Instruction: Direct Instruction of
Targeted Skills, Accommodations, Re-TeachingYellow Handout
CONTINUUM OF SERVICES
• Provision of SDI through EI in all settings• Hallmarks
PARAPROFESSIONALS-WHAT IS THE ROLE OF THE
PARAPROFESSIONAL?
Purple Handout
REVIEW LEARNING TARGETS
• Identify the difference between Explicit Instruction (EI), Universal Design for Learning (UDL), Differentiated Instruction (DI), and Specially Designed Instruction (SDI)
• Identify elements of SDI that increase access to instructional content and materials
• Identify the elements of EI for students with disabilities that increase academic success
• Make connections to effective teacher practice
TICKET OUT THE DOOR
Please write on index cards• 1 Aha• 1 thought you are mulling over • 1 question you still have