Chapter 6 Pages 200-216 Notes

· Teaching Students with Special Needs Chapter 6 pages 200 – 225

· Differentiating instruction

o Instruction responsive to diverse needs of all students, with a focus on curriculum instructional adaptations, services, and instructional intensity

· How do we differentiate instruction?

o Universal Design

§ Planning materials and instruction in such a way that all students with a variety of differences can access and benefit from instruction

· Display multiple means of:

o Representation (Means of teaching presentation)

o Expression (Means of student response)

o Engagement (Means of representation and expression)

o The ADAPT Framework

§ Means of identifying appropriate adaptations for students with special needs

§ Characterized by:

· Individualization

· Relevance

· Efficacy

§ ADAPT Steps

· A sk “What am I requiring the student to do?”

o Aiming to help students with the core curriculum

· D etermine the prerequisite skills of the task

· A nalyze the student’s strengths and struggles

o Active process assessment helps gauge a student’s area of need as he or she answers questions out loud

· P ropose and implement adaptations from among the four instructional categories – content, materials, delivery, and activity

o Examples of instructional delivery

§ Modeling

· Demo of steps to solve problem

§ Thinking aloud

· Saying out loud the steps

§ Prompts or cues

· Visual and verbal cues to help students solve the problem

§ Error correction

· Immediate feedback for incorrect responses

§ Guided practice

§ Multiple opportunities for students to respond and practice

§ Pacing

· Instruction at appropriate rate to keep students engaged

· T est to determine if the adaptations helped the student accomplish the task

· Page 209 has a good example of ADAPT in action

· ADAPT works well with all students, so it covers multicultural and linguistic considerations

o Page 212 provides strategies for differentiated instruction of ELLs

· Planning for Instruction

o Types of Knowledge and Critical Thinking

§ Discrimination

· Ability to distinguish one item from another

· Occurs during early stages of learning

§ Factual Knowledge

· Ability to memorize, retain, and recall info

§ Clustering

· Categorizing info in a meaningful way

§ Elaboration

· Adding more details to facts to aid in memorization, retention, and recall

§ Mnemonic Devices

· Techniques for aiding memory