Specially Designed Instruction

Specially Designed Instruction Presented 10/10/09 Mary Ellen Mela Dan Fox Kim Worrell

The Big Picture for today • Simulation- reasons to level the playing field • Genesis- Icon can serve as a daily reminder to all. • IEP contents- How to “read one” • Specially Designed Instruction • Definition • Common accommodations • Wrap-Up Activity • Time to review ind. IEP’s

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I suspect that children with learning disabilities must frequently experience an "Alice in Wonderland" existence. Often we find that they must cope with an unstable world, inconsistent adults and haphazard perceptions. They're confused by crazy symbols we give them, pressured by the length of time in which to do it and frustrated by repeated failures. They do not learn the traditional way, so we must teach them differently. http://www.wvstateu.edu/collegiate_support_counseling/disability_services/learning_disabilities/

You can set your profile so that a folder appears next to each student with an IEP in your classes. In Genesis, click profile tab. Click Open for the profile you work with Scroll down to check YES for “Display IEP icon IEPs in Genesis 1. Click Gradebook 2. Click Profiles 3. Check Yes to display IEP icon

IEP Sections Demographics, cover sheet, signatures • Present Ed. Levels- testing, progress in general ed. Curriculum, progress towards meeting current IEP goals, strengths, areas of need. • PSSA and 4 Sight accommodations • Transition (students turning 14+)

IEP Sections (cont.) • Goals- IEP teacher will need evidence to report progress toward meeting goals • Specially Designed Instruction / services • Legally obligated to provide the identified strategies. • Educational Placement

Specially Designed Instruction • Accommodations the IEP team has deemed appropriate. • Help level the playing field. • Not meant to give any students an unfair advantage. • Provide necessary supports for students to make progress in the general ed. Curriculum.

Preview strategies Objectives Overview Visual aids Pair visual with auditory (multimodality approach) Repetition Skeletal outlines, maps, webs for notes Universal Design for Learning From CAST http://www.cast.org/index.html Word walls Visual cues Review Meet a variety of learning styles Research based practices Vary instruction Provide routines Structure transitions Lesson Presentation

Assignments/ work sessions • Extra time • Simplify complex tasks • Structured written routine • Breaks/ shortened work sessions. • Assignments written in consistent place • Limit items per page • Remind students to recheck work • Reduce length of homework/ classwork • Use of calculator • Limit board copying

Test Taking • Shorter sections • Fewer choices • Allow extra time • Test items read aloud • Word bank • Small group environment

Test Taking • Test Adaptation Guide • Samples

Organization • Folders for each subject • Older grades: binder with a section for each subject • Homework folders • Consistent routines • Homework assignments posted • LS teacher often works one-one with highly disorganized students

Wrap-Up • http://wordle.net/create

Specially Designed Instruction