1. Assistive Technology for Differentiated Instruction Tyanne pethel ITEC 7530 Spring 2012

2. Essential Questions How do we access critical information needed in order to address the needs of ALL learners? What are effective strategies we can employ in the design and implementation of differentiated instruction?

3. Who Are Our 21st Century Learners? • Students with exceptional needs • Physical disabilities • Cognitive differences • Students with instructional disabilities • English Language Learners (ESOL) • Accelerated learners (Gifted) • ‘Typically developing’ learners

4. What’s the Difference? Accommodations change HOW a student learns: are alterations in the way tasks are presented that allow children with disabilities to complete the same assignments as other students. do not alter the content of assignments, give students an unfair advantage or in the case of assessments, change what a test measures. make it possible for students to show what they know without being impeded by their disability. Modifications change WHAT a student learns: usually imply that curriculum is removed. typically for students with significant intellectual disabilities.

5. The IEP An Individualized Education Plan has specific accommodations required for each student. To better understand the students needs, the teacher should refer to this website with definitions and suggestions for differentiating instruction. Georgia Department of Education IEP Forms and Quick Guide to the IEP http://www.gadoe.org/ci_exceptional.aspx?PageReq=CIEXCSampleForms

6. Learning Styles and Multiple Intelligences Understanding how students demonstrate their intellectual capacity is an important factor in designing instruction that will meet the specific learning needs of students. The VARK Questionnaire, A Guide to Learning Styles Designed for ages 12-18 years. http://www.vark-learn.com/english/page.asp?p=younger

7. Differentiation: The Bottom Line Differentiated instruction is about using teaching strategies that connect with individual student's learning strategies. The ultimate goal is to provide a learning environment that will maximize the potential for student success. It's about being flexible and open to change. It's also about taking risks and trying new and different teaching and learning strategies. It's about managing instructional time in a way that meets the standards and also provides motivating, challenging, and meaningful experiences.

8. Quality Lesson Plans Objective: Differentiate assignments and activities to provide access for ALL learners Employs the principles of UDL (Universal Design for Learning) Includes: Multiple means of representation Multiple means of expression and action Multiple means of engagement

10. Resources CAST The National Center for Applied Special Technology www.cast.org Georgia Department of Education http://www.gadoe.org/ci_exceptional.aspx?PageReq=CIEXCSampleForms UDL The Universal Design for Learning Center www.udlcenter.org The VARK Questionnaire, A Guide to Learning Styles Designed for ages 12-18 years. http://www.vark-learn.com/english/page.asp?p=younger