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mind mapping can be used to help planning and organizing students' thinking before writing or get stuck into a projec.

t helps students prioritize information and again, establish a hierarchy to that information

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When families are involved in their children's education, children earn higher grades and receive higher scores on tests, attend school more regularly, complete more homework, demonstrate more positive attitudes and behaviors, graduate from high school at higher rate

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Team teaching involves a group of instructors working purposefully, regularly, and cooperatively to help a group of students of any age learn. Teachers together set goals for a course, design a syllabus, prepare individual lesson plans, teach students, and evaluate the results.

Being in a co-taught classroom has many benefits. Students can spend more time with the teachers and get more individual attention. And with more than one teacher, it’s easier to teach students in smaller groups or one-on-one.

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Adjustments enable students with disability and additional learning and support needs to access syllabus outcomes and content on the same basis as their peers.

Environmental adjustments are modifications to the school environment which help students learn on the same basis as their peers. The learning environment is not limited to just the classroom, it may include the playground, outdoor learning areas, school library, sporting fields and excursions.

If adjustments are made for teaching and learning then similar adjustments should be made for assessment tasks. This allows students to demonstrate what they know and what they can do in relation to curriculum outcomes.

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Students with dyslexia are usually slow readers. Therefore, they need to re-read texts more often than students who do not face dyslexia problems

Students with dyslexia produce written work slower than other students and make more spelling errors even in word-processed work

Punctuation and grammar may be weak or problematic in students with dyslexia as they often omit, repeat or insert small function words or word endings in both reading and writing

Students with dyslexia typically find it very difficult to proofread and edit their work, as they lack awareness of detail in texts. Their assignments may appear as if they have not been edited, checked for inaccuracies

Due to weakness in working memory, students with dyslexia may experience difficulty in transcribing or copying, resulting in inaccuracy

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Alphabetic orthographic systems can be classified according to the consistency of the letter-to-sound relations. In some languages, a given letter or letter cluster is always pronounced the same way, whereas in other languages it can have several distinct pronunciations; a phoneme can be represented with multiple spelling choices or is nearly always spelled the same way. ............ Shallow ortographies................ have simple letter-sound relations.

It is the broader awareness of sound and is an auditory ability. It is defined as an ability to identify, distinguish between, detect and manipulate the sound structure of words with regard to different sizes of phonological units, including whole words, syllables, onsets, rimes and phonemes. Phonological awareness

A method of reading instruction, aimed at familiarising children with relationships between sounds and corresponding printed letters or clusters of letters (the relationship between phonemes and graphemes). It is learning the rules and patterns of the letter-sound relationship.  Phonics

It is related to identification and manipulation of individual phonemes. It is the awareness of individual phonemes in a word and the ability to segment, blend, isolate, and manipulate those smallest units of sound. It is an auditory ability.  Phonemic awareness

Alphabetic orthographic systems can be classified according to the consistency of the letter-to-sound relations. In some languages, a given letter or letter cluster is always pronounced the same way, whereas in other languages it can have several distinct pronunciations; a phoneme can be represented with multiple spelling choices or is nearly always spelled the same way. .....Deep ortographies.... demonstrate considerably unpredictable and unequivocal sound-letter relationships and complexities such as, for instance, multi-letter graphemes or frequent irregularities.

The idea that written words symbolise spoken words in the following way: single sounds are represented by single letters or groups of letters.  Alphabetic principle

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Dyslexia affects 10-15% of the population. Dyslexic students are often either exempted from the study of additional languages or they underperform in foreign language classes.

Kids with dyslexia can have trouble with learning to read and write in grade school. Middle school may bring another hurdle: learning a foreign language

Spanish can be a good choice for kids with dyslexia. It’s more predictable than many languages — it has fewer rules and exceptions

Many dyslexic children can enjoy the multi-sensory methods of language teaching which involve role play, games, singing and other group activities. Learning a foreign language broadens pupils’ horizons as their awareness of other cultures develops.

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Differentiated instruction (DI) is a process by which teachers get to know their students so that they can accommodate them in learning.

The term Universal Design for Learning (UDL) is a framework used for education purposes that provides flexibility and decreases barriers in learning environments. This is done by providing a variety of ways for students to access, engage, and respond to content.

While DI and UDL are similar, they are not the same thing. Below you can find more information and helpful links on DI and UDL, as well as some of the similarities and differences between DI and UDL.
Universal Design for Learning (UDL)
The Three Principles of UDL:

Principle I: Provide Multiple Means of Representation (the "what" of learning)

Principle II: Provide Multiple Means of Action and Expression (the "how" of learning)

Principle III: Provide Multiple Means of Engagement (the "why" of learning)

CAST is a nonprofit education research and development organization that works to expand learning opportunities for all individuals through Universal Design for Learning. On their website you can learn more about this organization, the research they are doing, and how you can get involved.

The National Center on Universal Design for Learning offers a wealth of information on UDL. By visiting their website you can learn more about UDL guidelines and research. There are also many resources for both teachers and parents. In fact, they even have an iTunes app called UDLinks that allows parents and teachers to access content specific resources on their mobile devices.

This article presents information on research done in four middle school science classrooms to find the effectiveness of using UDL in instruction compared to the regular curriculum that does not follow UDL guidelines. While this study did not show an increase in posttest scores when using the UDL guidelines, it did find that the UDL-aligned units were more effective in increasing student engagement and providing students with multiple ways of expressing themselves.

This article takes a look at a concept that was developed based on the UDL guidelines in order to help students with math using a technology-based system that provides support based on the students needs. This math system creates a way for a diverse group of learners to access information, and these concepts could potentially be applied to other subjects.

This article by Laura Robb takes a more in depth look at DI and its benefits. Some of the information covered includes taking a look into a classroom where DI is implemented and practices that can be used to differentiate instruction.

The four main components for differentiating instruction are content, process, product, and affect/environment.

Ways to differentiate the process of learning:

Choices of text, tasks, and partner(s)

Interest Centers/Zones/Workstations

Tiered lessons and activities

Learning contracts: personal agendas

Hands-on activities/manipulatives

Varied time to complete tasks

Varying how much support we provide each child by how much they need

Presenting learning through different means. e.g., audio/visual - vary text size, color contrasts.

Using graphic organizers, concept maps, or charts.

Working with outside support to accommodate students - such as special education teachers or reading specialists

Ideas for differentiating products:

Providing expectations that allow for varying degrees of difficulty, meaning, and procedures

Providing rubrics that are developed based on varying skill levels

Working alone or in small groups on different "products" e.g., giving a speech, creating a model, create a flyer

Encouraging creation of individual products that contain "aspects" of the assignment

Varied time to complete tasks

Ideas for differentiating affect in the classroom and/or environment:

Asking, "Where do you do your best thinking?"

- Is it a quiet place or a crowded place?

- A small space or a big place

Establishing routines that are so consistent that they almost become tangible

Creating a positive learning environment by incorporating materials that encourage student collaboration

Including structured guidelines so that students are more comfortable in familiar settings.

Asking, "Where do you do your best learning?"

- In a "homey" place - on pillows, in a tent.

- On the floor or in a chair

- In a structured place

Here are a few resources that provide information on studies that have been done focusing on the implementation of differentiated instruction and it's effectiveness:

This article featured in Teaching Exceptional Children Plus shows a fifth grade general education teacher and a special education teacher came together to improve student scores in reading and increase student engagement in the classroom. They were successful by using a combination of student interests and differentiated instruction.

This case study found in Gifted Child Today looks at a private school's efforts to practice differentiation in their classrooms in order to help students achieve above grade level. While this study focuses on gifted children it has information that can be applied to any level.

This study from the International Journal of Special Education looks at a special education teacher's journey to implement differentiated instruction through content, process, product, and environment. The study looks closely at the phases of data collection, data-based planning, and implementation of DI as the teacher creates and presents her lesson plans to the class.

What is the difference between DI and UDL?

This is an article from CAST, a nonprofit education research and development organization that promotes Universal Design for Learning. It explains some of the ways that UDL and DI are alike and different.

CAST. (2015). Retrieved April 9, 2015, from http://www.cast.org/

Ernest, J. M., Heckaman, K. A., Thompson, S. E., Hull, K. M., & Carter, S. W. (2011). INCREASING THE TEACHING EFFICACY OF A BEGINNING SPECIAL EDUCATION TEACHER USING DIFFERENTIATED INSTRUCTION: A CASE STUDY. International Journal Of Special Education, 26(1), 191-201.

Marino, M. T., Gotch, C. M., Israel, M., Vasquez, E., Basham, J. D., & Becht, K. (2014). UDL in the Middle School Science Classroom: Can Video Games and Alternative Text Heighten Engagement and Learning for Students With Learning Disabilities?. Learning Disability Quarterly, 37(2), 87-99.

National Center On Universal Design for Learning. (2012). Retrieved April 9, 2015, from http://www.udlcenter.org/

Professional Development. (2011). Retrieved April 12, 2015, from http://www.millmarkeducation.com/pd-articles-strategies-for-differentiating-instruction.cfm#.VSrjxGd0yMw

Robb, L. (2015). What Is Differentiated Instruction? | Scholastic.com. Retrieved April 14, 2015, from http://www.scholastic.com/teachers/article/what-differentiated-instruction

Servilio, K. L. (2009). You Get to Choose! Motivating Students to Read through Differentiated Instruction. TEACHING Exceptional Children Plus, 5(5).

Stein, E. (2014, October 26). Feel It? Common Core Energy Is in the Air. Retrieved April 14, 2015, from http://www.middleweb.com/18472/common-core-energy-in-the-air/

UDL Intersections. (2013). Retrieved April 14, 2015, from http://www.udlcenter.org/sites/udlcenter.org/files/UDL-DI BRIEFfinal.pdf

Weber, C. c., Johnson, L., & Tripp, S. (2013). Implementing Differentiation. Gifted Child Today, 36(3), 179-186.

Zydney, J. J., & Hasselbring, T. t. (2014). Mini anchors: A universal design for learning approach. Techtrends: Linking Research & Practice To Improve Learning, 58(6), 21-28.

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UDL/Differentiated Instruction - SPED Strategies and Resources

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Differentiated instruction (DI) is a process by which teachers get to know their students so that they can accommodate them in learning. The term Universal Design for Learning (UDL) is a framework used for education purposes that provides flexibility and decreases barriers in learning environments.

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Dyslexia is a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities
Dyslexia is the most common cause of reading, writing, and spelling difficulties.
Many people with dyslexia have very high IQ,most of them are, at least, average or above-average IQ

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Neurodiversity is the idea that neurological variations are known and valued as any other human variation.

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Neurodiversity is the idea that neurological variations are known and valued as any other human variation.

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These variations can include:

Developmental Coordination Disorder (DCD or dyspraxia)

Dyslexia

Attention Deficit Hyperactivity Disorder (ADHD)

Dyscalculia

Autistic Spectrum (ASD)

Tourette Syndrome (TS), and others

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'The range of differences in individual brain function and behavioural traits regarded as part of normal variation in the human population.'

Neurodiversity is an approach to education and ability that supports the fact that various neurological conditions are the effect of healthy changes in the human genome.

The conditions of ADHD, Autism, Dyspraxia, and Dyslexia make up 'Neurodiversity'

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1. What are the most common complaints of teachers about differentiation?
- they feel that they do not have the time to spend with learners who require more attention

- if they do support one learner more than others, it is somehow ’unfair’

2. Four key elements of successful differentiation
material, task, expectation, support

3. differentiation in terms of material

- directing each student’s attention to the appropriate section in their books or workbooks

- allocating different parts of a given text (or different texts) to different learners, based on their reading ability

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1. Don't compare the progress of one child to another; personal progress is key.

2. Let children choose how to show what they have learned.

3. Create a calm, purposeful learning environment.

4. Be aware of the specific needs of every child in your class.

5. Provide support for them in ways which benefit ALL children in your class.

6. Develop a 'scaffolded' approach to learning.

7. Clearly display timetables and key information.

8. Define clear minimum standards for behaviour

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Inclusive education generates and provides acceptance and understanding towards the needs of students and also identifies the differences, diversity and cultural background of the students.

Inclusion is a right and not a privilege.

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In 2007, the OECD classified different types of specialeducational needs into three categories.

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In 2007, the OECD classified different types of specialeducational needs into three categories.

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A disabilities: sensory, physical, and intellectual impairments
B learning difficulties: specific learning differences such as dyslexia, and other ‘invisible’ cognitive differences which are not directly linked to socio-economic or linguistic causes, such as ADHD
C disadvantages: difficulties that arise from socioeconomic, cultural, and/or linguistic factors.

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>Peer-mediated learning
>Develop readind guides
>Step by step instructions
>Block out extraneous stimuli
>Non-white background
>Encourage use of assignment books or calendars
>Provide an outline of the lesson
>Provide students with a graphic organizer

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Being aware of the specific needs of every child in  class.
Let children choose how to show what they have learned.
Teachers work with children and young people who need extra support and guidance, to teach in a way that helps them reach their full potential

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Integration- including children with special educational needs in mainstream classroom environments without providing special support to them.
Inclusion- placing students with special educational needs in age-appropriate education classes accepting, understanding, and attending to student differences.

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Inclusive education is the most effective way to give all children a fair chance to go to school, learn and develop the skills they need.

Inclusive education means that all students attend and are welcomed by schools in age-appropriate, regular classes and are supported to learn, contribute and participate in all aspects of the life of the school.

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In special education, there is a wide range of disability levels to consider and some of them are quite tricky to recognise and support. Furthermore, special education encompasses not only the individuals with learning disabilities but also the gifted and talented students.