Special Education in the Classroom (Differentiated Instruction Strategies,…
Special Education in the Classroom
Differentiated Instruction Strategies
Reteach using presentations and student practice
Use of graphs and charts
Use of instructional prompts and cues
Adapt materials to meet student needs and/or goals
Change or adapt task requirements to meet student needs and/or goals
Present material in a logical manner, tailored to a specific student if necessary
Divide material into small, manageable units. (mini-lessons)
Identifying a Stuggling Student
Identifying Early Struggles and Addressing them Quickly
Comparing peer progress with identified student achievement.
Is this particular student
Does student have trouble gaining or retaining information?
How do they work in small groups, whole class, one-on-one?
Has the child experienced any problems in his other classes?
Callender, Wayne. University of Oregon. (n.d.) Response to Intervention: A Proactive Approach For Teachers and Students. Retrieved 9/7/17 from
Zarrillo, J.J. Pearson Allyn Bacon Prentice Hall. (2010) Differentiated Instruction for Children with Learning Disabilities. Retrieved 9/7/17 from
Accommodations and Programs for Special Education Students
Response to Intervention (RtI)
Supports teachers and parents
Allows for immediate intervention
Improves student outcomes
Is alterable based on academic and behavioral skills
Evaluates progress daily
Rather than creating placements, RtI seeks to solve student struggles
IEPs (Individual Education Plans)
Set goals that are to be attained OR at least attempted to attain. Law states that progress MUST be made towards a goal.
SSTs (Student Support Teams)
Before progressing towards IEPs, Student Support Teams meet to discuss student progress. SST may decide to set goals for particular students,