Special Needs
Differentiating instruction for students with special needs
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Key Questions to Consider |
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How can general and special education teachers collaborate to design materials and activities that can meet the needs of all students initially, rather than make modifications after the fact? How can teachers give their students more choice in the way they process information? How can teachers give students more choice in the kinds of activities and materials they use to show what they understand? |
As inclusion remains the instructional program of choice, legislative mandates from the Individuals with Disabilities Education Act (IDEA) 2004 provide for accessing the general education curriculum in the least restrictive environment (LRE) for students with disabilities. Teachers in inclusive classrooms are challenged to align curriculum content and activities to meet the individual needs of a variety of diverse learners in their classrooms. In the 1970s, curricular modifications were introduced for children with disabilities as well as those who were gifted and talented; the 1980s addressed learning styles and multiple intelligences; the 1990s explored the use of essential questions and now, in the 21st century, we have differentiated instruction which appears to be a combination of all three.
As identified in the literature, differentiated instruction is student centered and focuses on the learner to determine student readiness, interest, and learning profile (Tomlinson, et al., 2003). Student abilities and learning styles drive content, process, and product, forcing many teachers to change their teaching styles and the way they manage their classrooms. By adjusting the material that is taught (content), encouraging critical thinking (process), and providing a variety of opportunities for students to demonstrate what they have learned (product), more students, including students with learning disabilities, will have the chance to achieve academic success in the classroom (Smutny, 2003; Lewis & Batts, 2005).
Resources
ATOMS Project: Assistive Technology Outcomes Measurement
System
http://www4.uwm.edu/r2d2/atoms/
(outside link)
This website houses resources specifically related to assistive technology
outcomes, attending to the diverse population of users in optimizing technology
to their needs.
Center for Applied Special Technology (CAST)
http://www.cast.org/index.html
(outside link)
CAST provides educators with technology-based educational resources and
strategies based on the principles of Universal Design for Learning (UDL).
Founded in 1984, CAST provides practical applications, educational research, and
policy recommendations.
Curriculum Associates
http://www.curriculumassociates.com/professional-development/
(outside link)
Curriculum Associates offers a free, online course on differentiated instruction
that includes lesson plans, handouts, and video interviews.
Learning Disabilities Association (LDA) of America
http://www.ldaamerica.org/
(outside link)
LDA advocates for individuals with learning disabilities, working to create
opportunities for success.
References
Learning Disabilities Association Committee. (2007, February 21). LDA Newsbrief. Learning Disabilities Association of America.
Lewis, S. G., & Batts, K. (2005). How to implement differentiated instruction? Adjust, adjust, adjust. Journal for Staff Development, 26(4).
Smutny, J. (2003). Differentiated Instruction. Phi Delta Kappa Fastbacks 506, 7-47.
Tomlinson. C., Brighton, C., Hertberg, H., Callahan, C., Moon, T., Brimijion, K., Conover, L., & Reynolds, T. (2003). Differentiating instruction in response to student readiness, interest, and learning profile in academically diverse classrooms: A review of the literature. Journal of the Education of the Gifted, 27 (2/3),119-145.
Van Garderen, D., & Whittaker, C. (2006). Planning differentiated, multicultural instruction for secondary inclusive classrooms. Teaching Exceptional Children, 38(3), 12-20.
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