• Who can Receive: Students who qualify for an IEP under IDEA require differentiated instruction to meet their diverse learning needs.

• Specific Learning Disabilities

  • Perceptual disabilities

  • Brain injury/ minimal brain dysfunction

  • Dyslexia

  • Developmental aphasia

• Other Health Impairments (OHI)

  • Asthma

  • ADHD/ADD

  • Epilepsy

  • Diabetes

  • Heart conditions

  • Hemophilia

  • Lead poisoning

  • Leukemia

  • Nephritis

  • Rheumatic fever

  • Sickle cell anemia

  • Tourette syndrome

• Autism Spectrum Disorder (ASD)

  • Autism

  • Asperger’s syndrome

  • Childhood disintegrative disorder

  • Pervasive developmental disorder

• Speech/ Language Impairments (SLI)

  • Hearing loss

  • Neurological disorders

  • Brain injury

  • Drug abuse

  • Physical impairments such as cleft lip/palate or vocal abuse/misuse.

    
    

Examples:

Differentiating Content (What students learn)

· Using video’s, audiobooks, or graphic novels as an alternative to traditional reading.

· Giving the students a choice board to select from a variety of topics for an assignment.

· Providing a text based on the student’s different reading level/ability.

Differentiating Product (How students show learning)

· Letting students choose their own assessment format such as a report, video, or presentation.

· Letting students do an oral assessment instead of a written assessment.

· Letting students make their own project based on their interests/skill level.

Differentiating Process (How students learn)

· Grouping students based on their skill level

· Giving students hands-on activities instead of lectures

· Giving guided instruction to the students who need it and letting others work independently.

Article: What is differentiated instruction?

· Differentiated instruction is an approach that teachers use that changes the instruction to fit the students different learning needs.

Evidence Based Practices: AbleSpace Blog - 8 Best Evidence-Based Practices in Special Education

Evidence-Based Practices in Special Education  - K Altman Law

Universal Design for Learning (UDL)

· Creating a lesson with multiple means of engagement.

Peer-Assisted Learning Strategies (PALS)

· Having students help other students with the lesson.

Flexible Grouping Strategies

· Creating small groups but making sure that it is not the same students every time. When creating them putting a mixture of strong students and struggling students.

Choice Based Assignments

· Letting students choose how they show off their understanding from using things like presentations, oral/written reports, power point etc.

· Who can Receive: Students with an IEP under the IDEA act can receive adaptations.

· Specific Learning Disabilities

• Perceptual disabilities

• Brain injury/ minimal brain dysfunction

• Dyslexia

• Developmental aphasia

· Other Health impairments (OHI)

• Asthma

• ADHD/ADD

• Epilepsy

• Diabetes

• Heart conditions

• Hemophilia

• Lead poisoning

• Leukemia

• Nephritis

• Rheumatic fever

• Sickle cell anemia

• Tourette syndrome

· Autism/Autism Spectrum Disorder (ASD)

• Autism

• Asperger’s syndrome

• Childhood disintegrative disorder

• Pervasive developmental disorder

· Emotional Disturbance

• Anxiety

• Depression

· Speech/ language Impairment

• Hearing loss

• Neurological disorders

• Brain injury

• Drug abuse

• Physical impairments such as cleft lip/palate or vocal abuse/misuse

· Intellectual Disability (ID)

· Deaf-Blind

· Orthopedic Impairment (OI)

· Traumatic Brain Injury (TBI)

· Developmental Delay

· Students with a 504 plan

· English Language Learners (ELLs)

· Students with temporary medical needs

· Examples:

1. Adaptations in instruction

- Offering a hands-on approach for students who struggle with traditional text

- Using a visual schedule

2. Adaptations in assessment

- Allowing verbal responses instead of written for students who struggling with writing.

- Using an alternate format for an assessment such as an oral presentation, project, or digital responses.

3. Adaptations in the learning environment

 - Adjusting the lights for students with sensory impairments.

- Allowing students to have frequent movement breaks to help with attention difficulties.

• Article: 5 Types of Instructional Adaptations for Your Inclusive Classroom - Brookes Blog

  • This article outlines 5 different types of adaptations. These adaptations are used to create an inclusive classroom where all students can access and engage in the curriculum.

• High-leverage practices (HLPs) IRIS | High-Leverage Practices

  • HLP #6: Using Assessment Data to Guide Instruction

    • Reviewing students' progress on a regular basis to adjust adaptations accordingly.

  • HLP #3: Collaborating with Families

    • Keeping the parents involved in the discussion about their child learning needs helps how effective the adaptations are.

  • HLP #13: Adapt curriculum tasks and materials for specific learning goals

    • Making changes with the curriculum so all students can access it no matter their learning difficulties.

1. Modified Assignments

- Someone who has an intellectual disability may have a modified assignment such as fewer math problems than other students or simpler equations.

2. Simplified Reading Materials

- Students with a reading disability may read a shortened version of the text instead of the full-grade level text.

3. Alternative assignments

- Instead of a writing assignment, a student with a cognitive disability can create a visual project or give an oral presentation to show their understanding.

• Article: What are academic modifications?

  • Modifications are changes to what a student is expected to learn to make it tailored to their needs.

• Evidence Based Practices: AbleSpace Blog - 8 Best Evidence-Based Practices in Special Education

  • Universal Design for Learning (UDL)

    • Giving the student content that they are able to do but making sure they are engaged, and the content is at their academic level.

  • Differentiated Instruction (DI)

    • Instructions that are customized to the students’ academic needs.

  • Assistive Technology

    • Using a text-to-speech software, visual supports, to reinforce the learning concept will help students who have reading difficulties.

· Who can Receive: Students who qualify for special education services under the IDEA act. Students must have an IEP to receive SDI.

· Specific Learning Disabilities

• Perceptual disabilities

• Brain injury/ minimal brain dysfunction

• Dyslexia

• Developmental aphasia

• Dyscalculia

• Dysgraphia

· Other Health impairments (OHI)

• Asthma

• ADHD/ADD

• Epilepsy

• Diabetes

• Heart conditions

• Hemophilia

• Lead poisoning

• Leukemia

• Nephritis

• Rheumatic fever

• Sickle cell anemia

• Tourette syndrome

· Autism/Autism Spectrum Disorder (ASD)

• Autism

• Asperger’s syndrome

• Childhood disintegrative disorder

• Pervasive developmental disorder

· Emotional Disturbance

• Anxiety

• Depression

· Speech/ language Impairment

• Hearing loss

• Neurological disorders

• Brain injury

• Drug abuse

• Physical impairments such as cleft lip/palate or vocal abuse/misuse

· Intellectual Disability (ID)

· Deaf-Blind

· Orthopedic Impairment (OI)

· Traumatic Brain Injury (TBI)

· Multiple Disabilities

Examples:

1. The use of an interpreter

2. Speech Therapy

3. Occupational Therapy

• Article: Overview

  • Specially designed instruction means taking the content or delivery of the instructions and tailoring it to the unique needs of the student.

• High-level Practices IRIS | High-Leverage Practices

  • HLP # 1: Collaborating with colleagues

    • Working with the general education teacher, therapist and/or specialist to correlate SDI with the curriculum goals.

  • HLP #3: Collaborating with families

    • Involving parents in the SDI process so they can reinforce these strategies at home.