1. Differentiating Instruction for Special Populations
HOW DO YOU DIFFERENTIATE FOR SPECIAL POPULATIONS? Dr. Paul A. Rodriguez
Differentiating Instruction for Special Populations

2. Topics of Discussion
Diffentiated Instruction and Special Needs Students
Learning Disabilities
An Idea from Your Special Education Colleagues
Other Differentiation Strategies for Special Needs Students

3. Diffentiated Instruction and Special Needs Students
Students with special needs are unique individuals with distinct learning preferences and interests. Students can benefit from differentiated instruction if modifications are made base on their specific learning needs. It is recommended to place students with special needs in flexible instructional groups as appropriate.

4. Learning Disabilities
By definition learning disabilities are disorders in one or more of the basic process of spoken or written language Visual disorders: students have problems differentiating form, shape, pattern, size or position &perceiving spatial or whole/part relationships. Auditory processing disorders: usually have difficulty analyzing & making sense of information presented orally, also trouble hearing differences in sounds or in reconstructing sounds into syllables and words Behavior disorders: typically affect students’ ability to pay attention, get along with others, & follow directions. Hyperactivity, distractibility, & Impulsivity interfere with their learning & their social interactions within the classroom. To motivate the aforementioned students provide highly structured activities & checklists of procedures or steps to follow.

5. Learning Disabilities (continuation)
Physical Disabilities/Differences: may affect student’s mobility but not their need for differentiated instruction. Keep physical restrictions in mind when planning lessons.
Autism Spectrum Disorders: They include pervasive development disorder (PDD), autism, & Asperger syndrome. Students typically have problems with social interaction, exhibit repetitive behavior, unusual obsessions, motor deficits, difficulty taking turns, lack of judgment, & highly uneven academic skills. Give opportunities to work independently.
Dual Differences: Some students require special education and gifted education services. Do not focus solely on the disability! Attempt to identify cognitive abilities.

6. An Idea from Your Special Education Colleagues
To best identify students with special needs use Gardner’s multiple intelligences. The following are guidelines for a student’s profile:
Review strengths, abilities, disabilities, & special education concerns
Think about perceptions of the student’s learning preferences
Identify special considerations needed, such as behavior adjustment classroom arrangements, & management of learning activities.
Use Gardner product list (see page 32-35).
Note: working with colleagues may help to develop new ideas.

7. Other Differentiation Strategies for Special Needs Students
Use paired or group reading as necessary & appropriate
Present directions in more than one way: orally, handouts, flip charts, checklists, or overhead transparencies
Use procedure checklists to help students remember what to do & in what order. Remind them to check off each step as it is completed.

8. Other Differentiation Strategies for Special Needs Students (cont.)
Assign “study buddies” to help with directions as necessary
For students with visual difficulties, read aloud
Provide a variety of ways for students to learn new material (for example, mini lectures, audiotapes, video tapes)
Use a hand-held microcassette tape recorder to audiotape directions so students can refer to them as needed.

9. Final Discussion
What are some types of learning disabilities and how differentiation helps to teach students?
What strategies can be easily implemented in a classroom and why is important to share ideas with colleagues?