DIFFERENTIATED INSTRUCTION Students With Disabilities in the General

DIFFERENTIATED INSTRUCTION Students With Disabilities in the General Education Classroom Leslie Whitelaw University of New England EDU 610 Summer A Altomari

Introduction The current public school system separates students with disabilities from the general education population. This separation prevents students with disabilities from access to the same curriculum, opportunities and socialization as their general education peers. In order to meet requirements of No Child Left Behind and the Disabilities Education Act, the school system is adopting full classroom inclusion, requiring a system of differentiated instruction.

Introduction Both classrooms practice differentiated instruction. A comparison of these two classrooms reveals the reality that the two classrooms can successfully be combined by means of DIFFERENTIATED INSTRUCTION As well as differentiated grading.

What is Differentiated Instruction? According to Carol Ann Tomlinson (as cited by Ellis, Gable, Greg, & Rock, 2008, p. 32) it is: � It is the process of “ensuring what students’ learn, how it is learned and how it is demonstrated matches their readiness level. ” � It provides student with materials adapted to learning styles. � It allows all students to learn effectively, regardless of ability.

Differentiated Instruction: GENERAL EDUCATION CLASSROOM Addresses all of Bloom’s taxonomy, especially higher level thinking SPECIAL EDUCATION CLASSROOM Students usually work within the first three levels, applying and creating with assistance figure 5. 1 - (How to Differentiate Instruction in Mixed-Ability Classrooms Tomlinson; pg. 6)

Differentiated Instruction is a BLEND of: Tomlinson describes a differentiated classroom as a flow of instruction, marked by a repeated rhythm of: � Whole Class Instruction � Small Group Instruction � Individual Instruction

WHAT DOES this BLEND LOOK LIKE?

HOW DO THE TWO CLASSROOMS COMPARE? WHOLE GROUP INSTRUCTION GENERAL EDUCATION CLASSROOM Exploration of concept – students come together to begin lesson. vs SPECIAL EDUCATION CLASSROOM Exploration of conceptstudents come together to begin lesson.

HOW DO THE TWO CLASSROOMS COMPARE? SMALL GROUP INSTRUCTION GENERAL EDUCATION vs CLASSROOM Next, students use varied materials; moving out to pursue learning in small groups. SPECIAL EDUCATION CLASSROOM Next, students use varied materials; moving out to pursue learning in small groups.

Example of Small group learning reading and using journal entries

HOW DO THE TWO CLASSROOMS COMPARE? INDIVIDUAL INSTRUCTION GENERAL EDUCATION vs CLASSROOM Next, students use varied materials; moving out to pursue learning individually. SPECIAL EDUCATION CLASSROOM Next, students use varied materials; moving out to pursue learning individually.

Example of individual learning using technology

Example of individual learning using supplemental materials

HOW DO THE TWO CLASSROOMS COMPARE? Students then come back together as A WHOLE GROUP GENERAL EDUCATION CLASSROOM To make plans for further investigation and explorationsometimes same day, or longer depending on lesson. SPECIAL EDUCATION vs CLASSROOM Continue the next day with a review of the material through use of supplementary materials that appeal to various learning styles.

How is Learning Assessed in the differentiated classroom? “ In the differentiated classroom, there must be a combination of assessments so that a true picture of the student’s performance is given in the final grade. ” ------Chapman & King Examples include: � Portfolios � Technology � Assigning grade values. I

HOW DO THE TWO CLASSROOMS COMPARE? Portfolio Assessments GENERAL EDUCATION vs CLASSROOM Can Be Used to: � reflect student’s best work and needs. � monitor progress � � empower students In a variety of formats SPECIAL EDUCATION CLASSROOM Can Be Used to: � reflect student’s best work and needs. � monitor progress towards goals � � empower students In a variety of formats (Chapman & King, p. 119)

HOW DO THE TWO CLASSROOMS COMPARE? Technology Assessments GENERAL EDUCATION CLASSROOM � � Software – assess and track progress Performancedemonstrate knowledge using blogs, power points, web pages etc. ) SPECIAL EDUCATION CLASSROOM � � � Software – asses and track progress Performance assessments to demonstrate knowledge (blogs, power points, web pages etc. ) Assistive devices – NEO, IPAD, etc. to demonstrate knowledge. ( Chapman & King, pg. 132)

ASSIGNING GRADE VALUES IN BOTH CLASSROOMS. (Traditional Letter Grade Assessments vs Alternatives) SPECIAL EDUCATION GENERAL EDUCATION CLASSROOM 1. 2. 3. Traditional Letter grades Alternatives to letter grades with subscripts (like A-1, A-2 etc. ) Two Grades: one for progress of personal goals one for grade level (Tomlinson, pg. 93, 94)

……In Conclusion With collaboration, a willing attitude and a few modifications all students can be successful learners together IN THE SAME CLASSROOM.

Tomlinson describes how these three activities flow in a reciprocal rhythm of whole group, small group and individual learning, and how the whole process starts over again. This occurs in both classrooms. A comparison of the two classrooms show that the two areas needing changes in order to blend the two classrooms successfully are: WHOLE GROUP INSTRUCTION AND ASSESSMENT

BIBLIOGRAPHY Chapman, C. (2012). Differentiated assessment strategies one size doesn’t fit all. Thousand Oaks, CA. : Corwin Publishing Co. Tomlinson, C. (2001). How to differentiate instruction in mixed-ability classrooms. Alexandria, VA. : ASCD Publishing Co.