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Special Education Needs (Step 4: Types of Differentiated Instruction…

- - - - Examples: Can't answer questions, can't produce work, fiddles and fidgets, frustration in the classroom.
    - - Examples: Can't translate ideas into writing, writing lacks structure or clarity, unable to complete tasks on whiteboard.
    - - Examples: shouting out, not staying on topic, aggressive behavior, refusing to do work, distracting other students.
- - - - School or other contributing factors: Is the performance of the child effected by school environment or other factors? EG difficult curriculum, school sickness?
        
        No
        
        Comparison with children of the same age: Are there significant discrepancies in performance with child's peers
        
        Yes
        
        3 more items...
        
        No: Continue to observe
        
        Yes: Continue to observe
- - - - No? Differentiate instruction based on students needs and measure the results
        
        Contact parent
    - - Work with parent and specialist (if available) to improve student. Follow Step 4
- - - - Has poor auditory memory—both short term and long term.
        Has a low tolerance level and a high frustration level.
        Has a weak or poor self-esteem.
        Is easily distractible.
        Finds it difficult, if not impossible, to stay on task for extended periods of time.
        Is spontaneous in expression; often cannot control emotions.
        Is easily confused.
        Is verbally demanding.
        Has some difficulty in working with others in small or large group settings.
        Has difficulty in following complicated directions or remembering directions for extended periods of time.
        Has coordination problems with both large and small muscle groups.
        Has inflexibility of thought; is difficult to persuade otherwise.
        Has poor handwriting skills.
        Has a poor concept of time.
        
        Differentiated Instruction: Learning Disabilities
        
        Provide oral instruction for students with reading disabilities. Present tests and reading materials in an oral format so the assessment is not unduly influenced by lack of reading ability.
        Provide learning disabled students with frequent progress checks. Let them know how well they are progressing toward an individual or class goal.
        Give immediate feedback to learning disabled students. They need to see quickly the relationship between what was taught and what was learned.
        Make activities concise and short, whenever possible. Long, drawn-out projects are particularly frustrating for a learning disabled child.
        Learning disabled youngsters have difficulty learning abstract terms and concepts. Whenever possible, provide them with concrete objects and events—items they can touch, hear, smell, etc.
        Learning disabled students need and should get lots of specific praise. Instead of just saying, “You did well,” or “I like your work,” be sure you provide specific praising comments that link the activity directly with the recognition; for example, “I was particularly pleased by the way in which you organized the rock collection for Karin and Miranda.”
        When necessary, plan to repeat instructions or offer information in both written and verbal formats. Again, it is vitally necessary that learning disabled children utilize as many of their sensory modalities as possible.
        Encourage cooperative learning activities (see Teaching with Cooperative Learning) when possible. Invite students of varying abilities to work together on a specific project or toward a common goal. Create an atmosphere in which a true “community of learners” is facilitated and enhanced.
  - - - Differentiating Instruction : Gifted Students
        
        Allow gifted students to design and follow through on self-initiated projects. Have them pursue questions of their own choosing.
        Provide gifted students with lots of open-ended activities—activities for which there are no right or wrong answers or any preconceived notions.
        Keep the emphasis on divergent thinking—helping gifted students focus on many possibilities rather than any set of predetermined answers.
        Provide opportunities for gifted youngsters to engage in active problem-solving. Be sure the problems assigned are not those for which you have already established appropriate answers but rather those that will allow gifted students to arrive at their own conclusions.
        Encourage gifted students to take on leadership roles that enhance portions of the classroom program (Note: gifted students are often socially immature.)
        Provide numerous opportunities for gifted students to read extensively about subjects that interest them. Work closely with the school librarian and public librarian to select and provide trade books in keeping with students' interests.
        Provide numerous long-term and ex-tended activities that allow gifted students the opportunity to engage in a learning project over an extended period of time.
  - - - Provide written or pictorial directions.
        Physically act out the steps for an activity. You or one of the other students in the class can do this.
        Seat a hearing impaired child in the front of the classroom and in a place where he or she has a good field of vision of both you and the chalkboard.
        Many hearing impaired youngsters have been taught to read lips. When addressing the class, be sure to enunciate your words (but don't overdo it) and look directly at the hearing impaired student or in his or her general direction.
        Provide a variety of multisensory experiences for students. Allow students to capitalize on their other learning modalities.
        It may be necessary to wait longer than usual for a response from a hearing impaired student. Be patient
        .
        Whenever possible, use lots of concrete objects such as models, diagrams, realia, samples, and the like. Try to demonstrate what you are saying by using touchable items.
  - - - Differentiating Instruction : ADHD
        
        Make your instructions brief and clear, and teach one step at a time.
        Be sure to make behavioral expectations clear.
        Carefully monitor work, especially when students move from one activity to another.
        Make frequent eye contact. Interestingly, students in the second row are more focused then those in the first.
        Adjust work time so it matches attention spans. Provide frequent breaks as necessary.
        Provide a quiet work area where students can move for better concentration.
        Establish and use a secret signal to let students know when they are off task or misbehaving.
        Use physical contact (a hand on the shoulder) to focus attention.
        Combine both visual and auditory information when giving directions.
        Ease transitions by providing cues and warnings.
        Teach relaxation techniques for longer work periods or tests.
        Each day be sure students have one task they can complete successfully.
        Limit the amount of homework.
        Whenever possible, break an assignment into manageable segments.