Los Angeles Unified School District Division of Special Education

1. Los Angeles Unified School District Division of Special Education Schools for All Children Differentiated Instruction for Students with Significant Challenges Donnalyn Jaque-Antón Associate Superintendent

2. Differentiated Instruction For Students with Significant Challenges

3. What is the Least Dangerous Assumption (LDA)? The student IS competent Think of the disabling condition in a new light – which does not limit achievement or expectations

4. 5 Reasons Why the LDA Should Presume Competence • Human intelligence is a multi-faceted construct rather than a uni-dimensional characteristic. • Most students with significant disabilities have difficulty communicating and assessments of their “I.Q.” are seriously flawed. • Research shows that a growing number of children and adults labeled “retarded” show they are more capable when they have a means to communicate.

5. 5 Reasons Why the LDA Should Presume Competence, continued • To presume “incompetence” could result in harm to our students if we are wrong. • Even if we are wrong about students’ capacities to learn in general education curriculum content, the consequences to the student of that incorrect presumption are not as dangerous as the alternative. (Jorgensen & McSheehan, TASH 2004)

6. Individual and Group Reflection • Reflect on the LDA concepts • Turn to a fellow participant and discuss the one that impacted you the most.

7. A New Image In a differentiated classroom, the teacher proactively plans and carries out varied approaches to content, process, and product in anticipation of and response to student differences in readiness, interest, and learning needs. (Tomlinson, 2001)

8. Differentiated classroom? Students with severe disabilities and typical peers….. Teachers: • Begin where students are • Accept that learners are different in important ways • Are ready to engage learners through different modalities • Appeal to varying interests • Vary degree of complexity • Ensure that student competes against self to assess growth (Tomlinson, 1999)

9. There is Nothing So Unequal As The Equal Treatment Of Un-equals • LEARNING STYLES • Auditory Learners • Visual Learners • Tactile – Kinesthetic Learners

10. MULTIPLE INTELLIGENCES • Linguistic Intelligence (word smart) • Logical-mathematical Intelligence (number/reasoning smart) • Spatial Intelligence (picture smart) • Bodily-kinesthetic Intelligence (body smart) • Musical Intelligence (music smart) • Interpersonal Intelligence (people smart) • Intrapersonal Intelligence (self smart) • Naturalistic Intelligence (nature smart)

11. Key Principles for developing classrooms for diverse learners Teacher: • Focuses on the essentials • Attends to student differences • Gathers day-to-day data • Modifies one or more of the curricular elements • Content • Process • Product

12. Key Principles for developing classrooms for diverse learners,continued Teacher: • Collaborates with students in learning • Balances group and individual norms • Organizes students so that they work together flexibly (All students participate in respectful work) (Tomlinson, 1995)

13. Let’s go through it, step by step: Step 1: Identify the broad based concept to be taught Step 2: Identify the curricular goals for students

14. Let’s keep going, step by step: Step 3: Identify the instructional plan for most learners Step 4: Identify the instructional plan for learners who need adaptations

15. Let’s keep going, step by step: Step 5: Check for student understanding Step 6: Reflect and evaluate adaptations making adjustments as needed Step 7: Reteach based upon evaluation

16. Highlight an example • Think of a classroom where you have seen this differentiation in action. Maybe it was your classroom. . . . • In what ways did differentiation affect the instructional program and student learning? • Is this an example of best practices?

17. Let’s look at one opportunity for Collaboration and Co-planning….. Step 4: Identify the instructional plan for learners who need adaptations

18. Collaboration • Planning • Practice • Evaluation

19. Functional Ecological Assessment A Functional Ecological Assessment begins with…. • Knowing the targeted learner • Observing what is going on in the general education classroom • Beginning with one specific activity • Noting the natural cues and skills required to participate in the activity

20. In a Functional Ecological Assessment, we ask: • What is the teacher doing? • What are the students doing? • With whom is the targeted learner interacting? • In what way is he/she participating within the activity?

21. Using the Ecological Data Develop intervention strategies based upon • Physical, emotional, sensory needs • Modified materials and/or technology • Individualized instruction • Individualized demonstration of learning, evaluation, and grading

22. example Student: Eighth grader (myopic, hearing impaired, moderate mental retardation, short attention span) Activity: Science class – eighth grade

23. Adaptations Curricular adaptations are changes permissible in educational environments which allow the student equal opportunity to obtain access, results, benefits and levels of achievement

24. Nine Types of Adaptations Size Adapt the number of items that the learner is expected to learn or complete. For example: Reduce the number of social studies terms a learner must learn at any one time. Time Adapt the time allotted and allowed for learning, task completion, or testing.. For example: Individualize a timeline for completing a task; pace learning differently (increase or decrease) for some learners. Level of Support Increase the amount of personal assistance with a specific learner. For example: Assign peer buddies, teaching assistants, peer tutors, or cross-age tutors. Input Adapt the way instruction is delivered to the learner. For example: Use different visual aids; plan more concrete examples; provide hands-on activities; place students in cooperative groups. Difficulty Adapt the skill level, problem type, or the rules on how the learner may approach the work. For example: Allow the use of a calculator to figure math problems; simplify task directions; change rules to accommodate learner needs. Output Adapt how the learner can respond to instruction. For example: Instead of answering questions in writing, allow a verbal response; use a communication book for some students. Allow students to show knowledge with hands-on materials. Participation Adapt the extent to which a learner is actively involved in the task.. For example: In geography, have a student hold the globe, while others point out locations. Alternate Goals Adapt the goals or outcome expectations while using the same materials. For example: In social studies, expect one student to be able to locate just the states while others learn to locate capitals as well. Substitute Curriculum Provide different instruction and materials to meet a learner’s individual goals. For example: During a language test one student is learning computer skills in the computer lab. Center for School & Community Integration, Institute for the Study of Developmental Disabilities, Indiana University, Bloomington, IN

25. Adaptations Include: • Accommodations • Allow access to the current level of instruction in the classroom • Modifications • Changes are made to provide meaningful and productive learning experiences based on individual needs and abilities (insures accessibility through Assistive Technology)

26. Accommodations Some curricular adaptations do not fundamentally alter or lower standards or expectations in either the instructional or assessment phases of a course of study and can be designated “accommodations”

27. Modifications Some adaptations do alter or lower standards or expectations and can be termed “modifications.” These modifications, although providing access, will necessitate careful selection of assessment components to achieve accountability for performance

28. Modificationsanother view. . . Changes in the assessment that alter what the test is to measure or the comparability of scores. More broadly, sometimes this term is used as a synonym for adaptations made in the curriculum, presentation method or the environment to provide support for the student with disabilities. Alan Gartner and Dorothy Kerzer Lipsky

29. Assistive Technology Bridges the functional performance gap (motor, speech, hearing, vision) to enable students with disabilities to participate in the general education curriculum.

30. Communication supports through the use of Augmentative Alternative Communication (AAC) devices Can support students in: • Initiating communication • Responding to and asking questions • Gaining information • Clarifying messages • Class participation • Discussion • Social interaction

31. Functional Academic Skills The challenge is to translate academic standards into functional life activities that have meaning to the learner with significant disabilities and that lead to greater independence and enhanced quality of life.

32. Label the activities,NOT students!

33. IEP Goal Matrix The goal Matrix is built according to the student’s daily schedule, as a visual of when and how IEP goals and objectives can be embedded throughout the school day.

34. Morning business and review Spelling Reading Recess Math Hand writing/ language arts Lunch P.E. Literature Social studies, science, health When given one syllable A’ will distinguish between long and short vowel sounds. V V V V V When given who / what / when / where / how questions A’ will respond. V V V V V V V V V V A’ will solve problems and apply strategies to solve a wide variety of problems V V V When given addition/subtraction problems to 20, A’ will type the answers V V V A’ will type/write a paragraph using clear coherent sentences V V V After given verbal directions, A’ will begin his assignment V V V V V V V V A’ will type 5 lines on his computer in 10-15 minutes V V A’ will walk with his walker 30 minutes every day V V

35. Biology Photography Drama American Democracy PE Chemistry When given cards numbered 1-10, A’ will put cards in correct order from left to right - Counting Biology related objects using 1-10 cards while assisting the teacher to hand them out using a material list (picture+word+ quantity) - Sequencing stages of development using 1-10 cards left-right; - Counting Photography related objects using 1-10 cards while assisting the teacher to hand them out. - Sequencing steps of activity before beginning using 1-10 cards with directions, from left-right, stating the different steps required; - Using the classroom literature and curriculum, A’ will arrange pictures (peoples, buildings) according to the 1-10 cards from left-right (two people=2, the white house = 1, nu. of senators in the picture = 6) - Counting Chemistry related objects using 1-10 cards while assisting the teacher to hand them out using a material list (picture+word+ quantity) - Sequencing steps of experiment before beginning it using 1-10 cards with directions, from left-right, stating the different steps required; Using pre-printed cards w/ significant times (written digitally) of the school day (e.g. class beginning and ends, lunch, etc.), A’ will identify the matching time on a digital clock or watch - Before moving to the next class, A’ will check the time on a digital clock, and match it to the digital time card in his schedule, to see what his next class is. - Before moving to the next class, A’ will check the time on a digital clock, and match it to the digital time card in his schedule, to see what his next class is. - Using a digital timer, A’ will time the different stages in the dark room, according to the directions list prepared in advance. - Before moving to the next class, A’ will check the time on a digital clock, and match it to the digital time card in his schedule, to see what his next class is. - Before moving to the next class, A’ will check the time on a digital clock, and match it to the digital time card in his schedule, to see what his next class is. - Before moving to the next class, A’ will check the time on a digital clock, and match it to the digital time card in his schedule, to see what his next class is. - Using a digital timer, A’ will keep time for different sports activities and games (soccer, basketball), and have a whistle to signify time is out. - Before moving to the next class, A’ will check the time on a digital clock, and match it to the digital time card in his schedule, to see what his next class is. - Using a digital timer, A’ will time his experiments, programming the timer as the time card, handed to him by teacher.

36. example Planning within Instructional routines UNH-Institute on Disability/UCED,2000

37. We are at the “Crux of the Matter” • We have collected the data • We have made the LDA. • We have the tools to differentiate. • Where do we go from here? Decision time!

38. Why should students with significant challenges be taught in the general education curriculum in the general education classroom? • Offers opportunities to learn valuable knowledge, skills, and dispositions • Builds opportunities for shared interests with all students • Opens up transitional opportunities • Supports meaningful social relationships

39. Research A meta-review of research on inclusive schooling practices found that students who are included in general education classes develop better communication skills, social skills, more authentic social relationships and learn more functional skills related to living and working in the real world when they are in general education classrooms. (McGregor & Vogelsberg, 1998)

40. Think Inclusively! School * Work * Play * Community * Life

41. FUNCTIONAL ECOLOGICAL ASSESSMENT Student:________________________________________________________ Activity:_______________________________________________________ Teacher activities 1. 2. 3. 4. 5. 6.

42. SUPPORT MATRIX Student____________________ Date________________ Class/Teacher______________ Grade_______________ Class Schedule example

43. ACTIVITY PLANNER

44. Nine Types of Adaptations Size Time Level of Support Input Difficulty Output Participation Alternate Goals Substitute Curriculum Center for School & Community Integration, Institute for the Study of Developmental Disabilities, Indiana University, Bloomington, IN