/
Effective Instruction for Students with Disabilities Effective Instruction for Students with Disabilities

Effective Instruction for Students with Disabilities - PowerPoint Presentation

lois-ondreau
lois-ondreau . @lois-ondreau
Follow
405 views
Uploaded On 2016-12-23

Effective Instruction for Students with Disabilities - PPT Presentation

Objectives Explain what is effective instruction Describe explicit instructio n Identify characteristics of specially designed instruction Implement the Universal Design for ID: 505321

students instruction udl effective instruction students effective udl explicit sdi amp teacher provide practices instructional learning mikey reading classroom

Share:

Link:

Embed:

Download Presentation from below link

Download Presentation The PPT/PDF document "Effective Instruction for Students with ..." is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.


Presentation Transcript

Slide1

Effective Instruction for Students with DisabilitiesSlide2

Objectives

Explain what is

effective instruction

.

Describe

explicit

instructio

n

.

Identify characteristics of

specially designed

instruction.

Implement the

Universal

Design for

Learning.

Identify the elements of

effective classroom practices. Slide3

Purpose

Provide an overview of effective instructional practices that teachers can use in inclusive settings to help students with disabilities access the general education curriculum, meet individualized education plan (IEP goals, and improve their overall academic achievement on standardized assessments. Slide4

Case Study

Mikey is a typical 6

th

grader who is well-liked by his peers. He has no behavioral problems and comes from a supportive family. Mikey has documented specific learning disability that affects mainly his reading. While most students in his class are able to easily identify grade-level vocabulary words, Mikey struggles with basic sight words. As a result, his reading fluency and comprehension skills are significantly below average. Mikey’s teacher recognizes that he likes reading and will often ask her for help. She really wants to help Mikey improve his reading so he wouldn’t fall further behind his peers.

QUESTIONS

:

How can Mikey’s teacher help him to improve his reading?

What factors must she take into consideration while formulating a plan to help Mikey?Slide5

Case Study Review & Discussion Slide6

Case Study: Key Findings

Do we all agree that Mikey needs the following?

Effective instruction

Individualized and specially designed instruction

Explicit instruction Slide7

What is Effective Instruction?

The identification

and implementation of evidence-based practices that promote high rates of

achievement for all students. Slide8

Why effective instruction?Slide9

Effective instruction includes…..Slide10

At The Heart Of Effective Instruction Is Explicit Instruction Slide11

Explicit instruction AKA

I

do, we do, you do

Demonstration-prompt-practice

Antecedent

prompt and

testSlide12

Explicit Instruction Defined

A systematic method of teaching with emphasis on proceeding in small steps, checking for student understanding, and achieving active and successful participation by all students”

(Rosenshine,1987 p. 34

)

A

systematic and direct approach to instruction whereby students are provided with instructional scaffolding and supports through the use of prompts, modeling, concise explanations, feedback and opportunities to practice a task they are expected to master

(

Archer &

Hughes,

2011

).Slide13

Key features of Explicit Instruction Slide14

Systematic

Instruction is focused on critical content

Instruction is clear, concise and highly organized

Skills

, strategies, and concepts are

presented in a logical sequence Teacher-Directed

Instructional routines are utilizedSlide15

Teacher-Directed…..

Instruction is teacher-led/ teacher centered

Active engagement of students in learning

Teacher models instruction and uses demonstrations

Use task analysis to teach complex tasks Slide16

Instructional Support

Scaffold instruction

Provide immediate, affirmative and corrective Feedback

Use guided practice

Provide opportunities of Independent Practice

Use cues to prompt students

Provide adequate examples and non-examples

Monitor students’ progress Slide17

Explicit I

nstruction in Practice

Referring back to the case study, here is an example of how the teacher could help Mikey to learn new vocabulary words

Step 1:

Introduce the vocabulary word

Step 2:

Model the pronunciation of the vocabulary word

Step 3:

Help student to make connections with the new word by asking pertinent questions (e.g. what comes to your mind when you hear …..?)

Step 4:

Provide a simplified or student-friendly explanation for the word

Step 5

: Use Illustrations, examples and non-examples Slide18

Examples: Using Explicit Instruction to teach vocabulary

Use five steps previously described to teach a student the following science vocabulary wordsSlide19

Take

Aways

Explicit Instruction is………………

Introducing

lessons by leveraging and measuring the background knowledge of students

Helpings students to make connections to previous knowledge

Establishing the purpose for a lesson

Introducing

key/essential vocabulary Slide20

Take

Aways

Explicit instruction

is NOT …….

Using

lecturing methods to deliver lessons

Assigning

worksheets

Having students engage in silent reading

Asking questions

Slide21

Specifically Designed Instruction (SDI)

SDI Should always include

explicit

instruction

for

students

with disabilitiesSlide22

Definition of SDI

Defined

by IDEA regulations

as

adaptations

to the content, methodology or delivery of

instruction.Slide23

Specially Designed Instruction (SDI) Slide24

SDI &

RtI

SDI is an integral part of comprehensive school-wide academic improvement plans Response to Intervention (

RtI

)

RTI a

multi-tiered system of supports (MTSS) for providing high quality instruction and intervention matched to student needs using learning rate over time and level of performance to inform instructional decisions.Slide25

SDI &

RtI

/MTSS Slide26

SDI & RTI/MTSS

SDI

Tier

1

Core Instruction

Tire

2 Supplemental Instruction

Tier 3

Intense Instruction

Addresses

the unique

based on disability

Ensures

access to the general education

curriculum

Governed

by

IDEA

and implemented in accordance with the individual educational plan (IEP) process

Instruction and support designed and differentiated for all students in all settings to ensure

mastery

More focused, targeted

instruction

supplemental support

 

Most intense

intervention

Individualized

Reduced

group

size

Most

explicit and

systematic

instruction

Most

frequent progress monitoring.

 Slide27

Summary: What should we know about SDI?Slide28

Universal Design for Learning (UDL)

Challenge:

Watch the following video and complete the initial thoughts activity below.

Initial Thoughts:

Jot down your Initial Thoughts about the Challenge

:

How

can teachers at Sycamore Middle School meet the educational needs of all of their students

?

To meet the needs of the widest range of students, what should teachers consider when planning their instruction

?

(Source: The IRIS Center

,

Peabody

College Vanderbilt

University, 2015)

CLICK HERE FOR VIDEOSlide29

What is UDL?

“Consider

the needs of

the broadest possible range of users from the

beginning

(Architect

, Ron

Mace)

“A

framework to improve and optimize teaching and learning for

all people

based on scientific insights into how humans

learn”

(CAST, 2011)Slide30

Principles of UDL

Three Principles Including: Multiple means of:Slide31

Multiple Means of Representation

Language, Mathematical Expressions, & Symbols

Provide Options for:

Perception

ComprehensionSlide32

Multiple

Means of Action

&

Expression

Physical

A

ction

Provide Options for:

Executive Functions

Provide options for expression

& communicationSlide33

Multiple Means of Engagement

Recruiting Interest

Provide Options for:

Sustaining Effort & Persistence

S

elf-regulationSlide34

What does UDL Looks like in the classroom?

10-Minute Video Presentation

CLICK HERE FOR VIDEOSlide35

Summary of UDL

UDL is not a

ONE SIZE FIT ALL

approach to instruction- It offers

ALTERNATIVES FOR ALL STUDENTS

.

UDL is not adaptations made to instruction

DURING OR AT THE END OF A LESSON

- It is

INCORPORATED DURING THE PLANNING PHASE OF LESSONS

UDL does not promote

ACCESS FOR SOME STUDENTS

-It promotes

ACCESS FOR ALL STUDENTS

.

Slide36

Activity UDL: Case Study (Mikey)

Imagine that you are

Mikey’s reading teacher and you wish to improve his reading performance. Write one objective and formulae activities that address the three principles of UDL to teach that objective. Be sure to incorporate elements of explicit and specially designed instruction in your instructional plan.

Group Activity (4-6 persons per group)Slide37

UDL: Additional Resources

The

IRIS Center Peabody College Vanderbilt University:

http://iris.peabody.vanderbilt.edu/module/udl/#

content

CAST

:

http

://www.cast.org/our-work/about-udl.html#.

VXb2UM9Viko

National Center On Universal Design

For Learning:

http://www.udlcenter.org

/

Slide38

Effective Instruction

is one component of Effective Classroom Practices Slide39

Effective Classroom Practices

Classroom practices can be classified into these main categories:

General Instructional

Instructional

E

nvironment

Classroom Management

Content Specific Pedagogical

(Brownell et al., 2009)

Generic Instructional Practices Slide40

Effective Classroom Practices Slide41

QUESTIONSSlide42

Contact Information

Jonte A. Myers

Email:

Jmye0511@ufl.edu/

Jontemyers@gmail.com

Telephone: 786-262-9258Slide43

References

Brownell, M. T., Bishop, A. G.,

Gersten

, R.,

Klingner

, J. K., Penfield, R. D.,

Dimino

, J.,&

Sindelar

, P. T. (2009). The role of domain expertise in beginning special education teacher quality.

Exceptional Children, 75

(4), 391-411.

CAST

(2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author.

The

IRIS Center Peabody College Vanderbilt

University (2015)