1. Ed-D 420 Inclusion of Exceptional Learners

2. Chpt 7 ~ Differentiating Teaching ADAPT Strategy to Analyze and Differentiate Teaching for Individuals and Groups Step 1: Accounts of Students Strengths and Needs Step 2: Demands of the Classroom Step 3: Adaptations Step 4: Perspectives and Consequences Step 5: Teach and Assess the Match

3. Reading – small groups Pg 233 ~ 235 of the text and reflect on 1. How have these teachers compared the strengths of the students with the classroom demands? 2. What accommodations do these teachers make for these exceptional students? How does these relate to their IEPs? 3. Are these accommodations beneficial to others student sin the classroom? 4. How have these teachers used the ADAPT principles to adjust their teaching without increasing their workload?

4. Differentiating Teaching Differentiating instruction is essentially structuring a lesson on multiple levels in such a way so that each student has the opportunity to work at a moderately challenging developmentally appropriate level. Good definition http://www.edu.gov.mb.ca/k12/cur/elements.html#Diff erentiated%20Instruction http://www.edu.gov.mb.ca/k12/cur/elements.html#Diff erentiated%20Instruction

5. Differentiating Teaching Choosing and Combining Strategies for Differentiating Teaching Around the Mismatch ~ sometimes called bypass strategies (e.g., calculator or screen reader) Remediating or Accelerating to Overcome the Mismatch ~ might be in concert with resource teacher for student with slow reading speed Teaching Through the Mismatch ~ next slide

6. Differentiating Teaching ~ Adapting Planning to Teach Through a Mismatch in Four Steps 1. Why do I teach this? Adapt outcomes for exceptional learner if necessary. 2. How do I teach this? Adapt presentation if necessary. 3. How do students learn this? Adapt student practice if necessary. 4. How do students show they have learned this? Adapt assessment if necessary.

7. Differentiating Teaching Analyzing Teaching: What You Can Adapt Outcomes, Content, Cognitive Complexity, Authenticity, and Interest of Task Environment, Method of Presentation, Pace, and Quantity Student Engagement and Activities, Amount of Practice, and Form of Practice Scaffolding, Grouping, Collaboration, Independence, and Assessment

8. Differentiating Teaching Organize in groups of 3 or 4 that correspond to specific curricular content areas (e.g., mathematics, language arts, science, social studies). Each group is responsible for developing a lesson plan for a topic of their choice. Next, assign each group two the exceptionalities (LD, ASD, Gifted, Physical Limitation) and instruct each group to differentiate their lesson plan for each of the exceptionalities they were assigned. Present their differentiated lesson plan to the general class. This will provide the class with a range perspective related to different lesson types, and content areas, and forms of differentiation specific to individual exceptionalities.

9. Chpt 8 ~ Classroom Assessment The Many Roles of Classroom Assessment in Teacher Decision-Making Making Assessment Consistent with Teaching Using Assessment to Gauge Student Learning and to Differentiate Teaching Preparing Students and Parents for Equitable (but Not Necessarily the Same) Assessment

10. Chpt 8 ~ Decision Making in Classroom Assessment Teacher as mentor to individual students uses assessment to guide interaction with the student Teacher as guide for the class uses assessment to oversee the operation of the classroom Teacher as marks accountant uses assessment to record day-to-day marks Teacher as reporter uses assessment to report to parents, teachers (report cards) Teacher as program director uses assessment to guide teaching decisions

11. Chpt 8 ~ Adapting Classroom Assessment for Exceptional Learners Analyzing Tests: Questions to Ask Things to consider when deciding to make accommodations for tests: 1. Setting 2. Timing 3. Scheduling 4. Presentation 5. Response

12. Chpt 8 ~ Adapting Classroom Assessment for Exceptional Learners Adapting Learning Outcomes Preparing Students for Classroom Tests Adapting Tests During Test Construction Adapted Administration of Classroom Tests Adapting Marking of Classroom Tests Using Adapted Performance Assessments Portfolios as Classroom Assessments

13. Chpt 8 ~ Examples of Testing Adaptations Before the Test ~ Study guides; Practice test; Teaching test-taking skills; Modified test construction; Individual tutoring During the Test ~ Alternative forms of response; Alternative means of response; Alternative sites; Direct assistance; Extra time After the Test ~ Change letter or number grades; Change grading criteria; Use alternatives to number and letter grades