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Kerri Martin, University of Tennessee
CHAPTER 5: Planning Instruction by Analyzing Classroom and Student Needs Including Students with Special Needs: A Practical Guide for Classroom Teachers Seventh Edition Friend & Bursuck Developed by: Kerri Martin, University of Tennessee © 2014, 2012, 2009 by Pearson Education, Inc. All Rights Reserved
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Explain instructional accommodations and modifications
Learning Objectives Explain instructional accommodations and modifications Describe the INCLUDE decision-making process for accommodating students Describe key elements of a classroom environment Describe components of classroom organization and how they can be adapted Explain ways to group students in an inclusive classroom Explain the benefits of effective classroom materials and instructional methods Friend & Bursuck. Including Students with Special Needs: A Practical Guide for Classroom Teachers, Seventh Edition. © 2014, 2012, 2009, 2006 by Pearson Education, Inc. All rights reserved.
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Using INCLUDE Strategy in Making Accommodations and Modifications
ALL teachers work with students with disabilities, and ALL students are expected to have access to, participation in, and show progress in general education curriculum Assumptions: Performance results from interaction between student and instructional environment, which minimizes or magnifies needs Teachers can reasonably accommodate most students with special needs Friend & Bursuck. Including Students with Special Needs: A Practical Guide for Classroom Teachers, Seventh Edition. © 2014, 2012, 2009, 2006 by Pearson Education, Inc. All rights reserved.
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Two Elements of the INCLUDE Strategy
Universal design – materials, methods, and assessments are designed with built-in supports Differentiated instruction – a variety of strategies are necessary to meet the needs in any given classroom Friend & Bursuck. Including Students with Special Needs: A Practical Guide for Classroom Teachers, Seventh Edition. © 2014, 2012, 2009, 2006 by Pearson Education, Inc. All rights reserved.
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Seven Steps of the INCLUDE Strategy
Identify classroom demands Note student strengths and needs Check for success Look for problem areas Use information to brainstorm Differentiate instruction Evaluate progress Friend & Bursuck. Including Students with Special Needs: A Practical Guide for Classroom Teachers, Seventh Edition. © 2014, 2012, 2009, 2006 by Pearson Education, Inc. All rights reserved.
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Step 1: Identify Classroom Demands
Allows teachers to anticipate and explain problems a student might experience Classroom Management Physical organization Classroom routines Classroom climate Behavior management Use of time Friend & Bursuck. Including Students with Special Needs: A Practical Guide for Classroom Teachers, Seventh Edition. © 2014, 2012, 2009, 2006 by Pearson Education, Inc. All rights reserved.
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Step 1: Identify Classroom Demands, cont.
Classroom Grouping Whole class or large-group Small groups One-to-one instruction Instructional Materials Self-developed or collected Published textbooks Manipulatives and technological devices Telecommunication systems Computers Friend & Bursuck. Including Students with Special Needs: A Practical Guide for Classroom Teachers, Seventh Edition. © 2014, 2012, 2009, 2006 by Pearson Education, Inc. All rights reserved.
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Step 1: Identify Classroom Demands, cont.
Instructional Methods Direct instruction and indirect instruction Scaffolded instruction Independent practice and homework Student evaluation Forms of Student Evaluation Grades Narrative reports Whatever method is used, it should measure what a student knows, not the extent of the disability Friend & Bursuck. Including Students with Special Needs: A Practical Guide for Classroom Teachers, Seventh Edition. © 2014, 2012, 2009, 2006 by Pearson Education, Inc. All rights reserved.
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Step 2: Note Student Strengths and Needs
Academics Basic skills and survival skills Cognitive/learning strategies Social-emotional development Classroom conduct and interpersonal skills Psychological adjustment – self-image, frustration tolerance, and proactive learning Physical development Vision and hearing levels Motor skills and neurological functioning Friend & Bursuck. Including Students with Special Needs: A Practical Guide for Classroom Teachers, Seventh Edition. © 2014, 2012, 2009, 2006 by Pearson Education, Inc. All rights reserved.
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Step 3: Check for Potential Areas of Student Success
Analyze student’s strengths in view of classroom demands (noted in Step 1) Find activities or tasks that student can do successfully Friend & Bursuck. Including Students with Special Needs: A Practical Guide for Classroom Teachers, Seventh Edition. © 2014, 2012, 2009, 2006 by Pearson Education, Inc. All rights reserved.
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Step 4: Look for Potential Problems
Analyze student’s needs in view of classroom demands (noted in Step 1) Identify learning needs Find mismatches that act as barriers to success Friend & Bursuck. Including Students with Special Needs: A Practical Guide for Classroom Teachers, Seventh Edition. © 2014, 2012, 2009, 2006 by Pearson Education, Inc. All rights reserved.
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Step 5: Use Information to Brainstorm Ways to Differentiate Instruction
Instructional accommodations – supports provided to help students gain full access to class content and instruction, and to demonstrate accurately what they know Bypass/compensatory strategies – allow students to gain access to or demonstrate mastery in alternative ways; should encourage student independence Changes in methods, materials, groupings, management Intensive instruction on basic skills and learning strategies Friend & Bursuck. Including Students with Special Needs: A Practical Guide for Classroom Teachers, Seventh Edition. © 2014, 2012, 2009, 2006 by Pearson Education, Inc. All rights reserved.
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Step 5: Use Information to Brainstorm Ways to Differentiate Instruction
Instructional or curricular modifications – made by the IEP team when the content expectations are altered and the performance outcomes expected of students is changed Content expectations are altered Performance expectations are changed Used only for students with most severe disabilities Avoid over-simplification/watered down curriculum Friend & Bursuck. Including Students with Special Needs: A Practical Guide for Classroom Teachers, Seventh Edition. © 2014, 2012, 2009, 2006 by Pearson Education, Inc. All rights reserved.
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Step 6: Differentiate Instruction
Select age-appropriate strategies Select the easiest approach first Select changes you agree with Identify a “can’t” or “won’t” issue Give students choices Select strategies proven to be effective Friend & Bursuck. Including Students with Special Needs: A Practical Guide for Classroom Teachers, Seventh Edition. © 2014, 2012, 2009, 2006 by Pearson Education, Inc. All rights reserved.
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Step 7: Evaluate Student Progress
Grades Observations and analysis Portfolios Assessments Ratings by teachers, students, parents Friend & Bursuck. Including Students with Special Needs: A Practical Guide for Classroom Teachers, Seventh Edition. © 2014, 2012, 2009, 2006 by Pearson Education, Inc. All rights reserved.
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Managing an Inclusive Classroom 1
Physical Organization: carefully arranged classrooms can improve the level and quality of student interaction and increase time students spend on academic tasks Appearance of the classroom Use of space including wall areas Lighting Floor space Storage How does all this help or hinder the student with disabilities? Friend & Bursuck. Including Students with Special Needs: A Practical Guide for Classroom Teachers, Seventh Edition. © 2014, 2012, 2009, 2006 by Pearson Education, Inc. All rights reserved.
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Managing an Inclusive Classroom 1
Routines for Classroom Business: establishing clear routines increases learning time and can prevent many discipline problems Classroom Climate: fewer behavior problems occur in a positive classroom environment Use of Time: using instructional time and managing transition time Friend & Bursuck. Including Students with Special Needs: A Practical Guide for Classroom Teachers, Seventh Edition. © 2014, 2012, 2009, 2006 by Pearson Education, Inc. All rights reserved.
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Managing an Inclusive Classroom 2
Tips on Behavior Management: Set rules Brief and specific Positively worded Clearly understood Spell out consequences for actions Monitor behaviors regularly Friend & Bursuck. Including Students with Special Needs: A Practical Guide for Classroom Teachers, Seventh Edition. © 2014, 2012, 2009, 2006 by Pearson Education, Inc. All rights reserved.
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Grouping for Instruction in Inclusive Classrooms
Whole class or large group Small group Same-skill (homogeneous) groupings Mixed-skill (heterogeneous) groupings One-to-one Inefficient, less instructional time for all High levels of off-task behavior Lack of peer models and motivation Exclusion from social interaction Need for further analysis of student needs Friend & Bursuck. Including Students with Special Needs: A Practical Guide for Classroom Teachers, Seventh Edition. © 2014, 2012, 2009, 2006 by Pearson Education, Inc. All rights reserved.
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Evaluating Instructional Materials for Inclusive Classrooms 1
Learning Outcomes Remembering Understanding Applying Analyzing Evaluating Creating Friend & Bursuck. Including Students with Special Needs: A Practical Guide for Classroom Teachers, Seventh Edition. © 2014, 2012, 2009, 2006 by Pearson Education, Inc. All rights reserved.
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Evaluating Instructional Materials for Inclusive Classrooms 2
Textbooks Basals – key components of curriculum Content-area textbooks – e.g., science or social studies Cover big ideas, not isolated facts Support for student comprehension Organization of headings and subheads Consistent coverage of topics Clear signals of structure Friend & Bursuck. Including Students with Special Needs: A Practical Guide for Classroom Teachers, Seventh Edition. © 2014, 2012, 2009, 2006 by Pearson Education, Inc. All rights reserved.
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Evaluating Instructional Materials for Inclusive Classrooms 3
Textbooks, cont. Activate background knowledge Use high-quality writing Obvious connectives and conjunctions Clear references Transition statements that connect ideas Easy-to-follow chronological sequences Graphic aids that relate to text Friend & Bursuck. Including Students with Special Needs: A Practical Guide for Classroom Teachers, Seventh Edition. © 2014, 2012, 2009, 2006 by Pearson Education, Inc. All rights reserved.
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Evaluating Instructional Materials for Inclusive Classrooms 4
Manipulatives and Models Manipulatives – concrete objects or representational items (such as blocks or counters) Models – tangible objects that provide a physical representation of an abstract concept (such as scale models) Friend & Bursuck. Including Students with Special Needs: A Practical Guide for Classroom Teachers, Seventh Edition. © 2014, 2012, 2009, 2006 by Pearson Education, Inc. All rights reserved.
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Evaluating Instructional Materials for Inclusive Classrooms 5
Manipulatives and Models, cont. Select materials the match developmental stage of students Use a variety of materials Use verbal explanations Encourage active interaction Elicit student explanations Present clear guidelines Move students beyond concrete level when ready Friend & Bursuck. Including Students with Special Needs: A Practical Guide for Classroom Teachers, Seventh Edition. © 2014, 2012, 2009, 2006 by Pearson Education, Inc. All rights reserved.
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Evaluating Instructional Materials for Inclusive Classrooms 6
Technology High-tech and low-tech options Drill-and-practice programs Tutorials Simulations Assistive technology Friend & Bursuck. Including Students with Special Needs: A Practical Guide for Classroom Teachers, Seventh Edition. © 2014, 2012, 2009, 2006 by Pearson Education, Inc. All rights reserved.
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Analyzing Instructional Methods for Inclusive Classrooms 1
Direct Instruction Review previous day’s work (review) Present new content or skills Provide practice, check for understanding Give feedback and correction (reteach) Allow for independent student practice Review frequently Friend & Bursuck. Including Students with Special Needs: A Practical Guide for Classroom Teachers, Seventh Edition. © 2014, 2012, 2009, 2006 by Pearson Education, Inc. All rights reserved.
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Analyzing Instructional Methods for Inclusive Classrooms 2
Indirect Instruction Methods Students are naturally active learners Students are capable of constructing meaning on their own Inquiry (or discovery) learning – situations requiring initiative and exploration Friend & Bursuck. Including Students with Special Needs: A Practical Guide for Classroom Teachers, Seventh Edition. © 2014, 2012, 2009, 2006 by Pearson Education, Inc. All rights reserved.
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Analyzing Instructional Methods for Inclusive Classrooms 3
Scaffolding Steps Present the new cognitive strategy Regulate difficulty during guided practice Provide varying contexts for practice Provide feedback Increase student responsibility Provide independent practice Friend & Bursuck. Including Students with Special Needs: A Practical Guide for Classroom Teachers, Seventh Edition. © 2014, 2012, 2009, 2006 by Pearson Education, Inc. All rights reserved.
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Analyzing Instructional Methods for Inclusive Classrooms 4
Independent Practice Guidelines Practice only skills already learned Need desire and reason to learn skills Individualize practice Be specific and systematic Stress much practice on a few skills Organize for high levels of success Allow for immediate feedback Ways to provide independent practice Learning Centers Homework Friend & Bursuck. Including Students with Special Needs: A Practical Guide for Classroom Teachers, Seventh Edition. © 2014, 2012, 2009, 2006 by Pearson Education, Inc. All rights reserved.
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Analyzing Instructional Methods for Inclusive Classrooms 5
Evaluation of Student Performance Determine how well students have mastered academic skills or content Consider how tests and assignments interact with needs Measure a student’s skill or content mastery, not a student’s disability Friend & Bursuck. Including Students with Special Needs: A Practical Guide for Classroom Teachers, Seventh Edition. © 2014, 2012, 2009, 2006 by Pearson Education, Inc. All rights reserved.
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