Standard 1: Know students and how they learn
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilitiesInclusion is about understanding, acknowledging and accepting diversity amongst people. In education it is also about ensuring an accessible education with authentic learning experiences most relevant to the individual. Hyde (2010) defines inclusion as the active participation and achievement of equity for all students (Hyde, 2010, p. 5). Differentiation however, is a philosophy that entails specific principles and practices which mirror inclusion. It is an approach to teaching which recognises and actively plans for student diversity. Differentiation respects readiness levels, interests and learning profiles in curriculum planning and delivery to ensure students can access and engage in learning (Thompson, 2010).
Differentiated Lesson planning: |
"Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will spend its whole life believing it is stupid" |
The two lessons above demonstrate my understanding of differentiation and it's importance in regards to enhancing student growth and achievement. Each of the lesson plans above display the fundamental components underpinning effective differentiated instruction. These include clear concept-based learning objectives aiming to teach for deep understanding, flexible grouping and instructional methods, initial and ongoing assessment of student readiness and growth to guide differentiation, promotion of a positive and inclusive environment which values student diversity and most importantly proactive planning for student readiness, interest and learning profile (Tomlinson, 2003). These samples serve as evidence to reflect standard 1.5.
Considering Readiness = Promotes Growth
Consideration of Interest = Increased Motivation
Consideration of Learning Profile = Increased Efficiency
Consideration of Interest = Increased Motivation
Consideration of Learning Profile = Increased Efficiency
1.6 Strategies to support full participation of students with disability
Policy and Legislation:
This standard states that I must be able to demonstrate a broad knowledge of the legislative requirements and teaching strategies that support participation and learning of students with disability (AITSL, 2014). Both my Bachelor of Education and Bachelor of Disability Studies have made me aware of some of the important documentation to be aware of in regards to students with disabilities and the ways in which I can support these students to actively participate in learning. Below I have provided a summary of two of the most relevant legislative documents involved in supporting students with disabilities. These include the Disability Discrimination Act (1992) (DDA) and the Disability Standards for Education (2005).
1. Educational sites cannot discriminate by refusing applications to apply for a school and they cannot develop conditions for accepting an application on the basis of disability.
2. Educational sites cannot discriminate by denying or limiting equal access for the student on the basis of their disability.
2A. Educational sites and their educators must provide acceptable curriculum with accommodations to ensure every student has access to their learning and learning environment.
3. If a school is specifically developed and designed for students with specific disabilities and the person wanting admission does not have any of the specific disabilities, the school is able to deny application. (DDA, 1992).
As a beginning teacher, it is important to understand and be aware of the policies and legislation surrounding students with disabilities. In reflection of dot points 2 and 3 above, these can be achieved by ensuring that all of our students are provided with equal access to their peers in regards to both curriculum and the learning environment. This can be done by planning for active participation and inclusion by making sure we are providing reasonable accommodations (adaptations and modifications) for all of our student’s needs.
By being reflective in my practice, I can ensure that the legislation and policies are always being adhered to. Open communication with families about what is happening in the classroom, keeping record to reflect on demonstrations/evidence of practice. Liaising with other colleagues and paraprofessionals to question and evaluate your teaching and classroom management to perhaps identify areas of improvement in regards to upholding the policies more effectively.
2. Educational sites cannot discriminate by denying or limiting equal access for the student on the basis of their disability.
2A. Educational sites and their educators must provide acceptable curriculum with accommodations to ensure every student has access to their learning and learning environment.
3. If a school is specifically developed and designed for students with specific disabilities and the person wanting admission does not have any of the specific disabilities, the school is able to deny application. (DDA, 1992).
As a beginning teacher, it is important to understand and be aware of the policies and legislation surrounding students with disabilities. In reflection of dot points 2 and 3 above, these can be achieved by ensuring that all of our students are provided with equal access to their peers in regards to both curriculum and the learning environment. This can be done by planning for active participation and inclusion by making sure we are providing reasonable accommodations (adaptations and modifications) for all of our student’s needs.
By being reflective in my practice, I can ensure that the legislation and policies are always being adhered to. Open communication with families about what is happening in the classroom, keeping record to reflect on demonstrations/evidence of practice. Liaising with other colleagues and paraprofessionals to question and evaluate your teaching and classroom management to perhaps identify areas of improvement in regards to upholding the policies more effectively.
The Disability Standards for Education (2005) was formulated under the DDA (1992). These standards like the DDA (1992) seek to ensure that students with a disability can access and participate in education ‘on the same basis’ as their other non-disabled peers. Under these standards all education providers must consult, make reasonable adjustments and eliminate harassment and victimisation (Disability Standards for Education, 2005).
Therefore the process includes:
· consultation with the student;
· consideration of whether an adjustment is necessary;
· if an adjustment is necessary, identification of a reasonable adjustment;
· making the reasonable adjustment.
(Disability Standards for Education, 2005).
Therefore the process includes:
· consultation with the student;
· consideration of whether an adjustment is necessary;
· if an adjustment is necessary, identification of a reasonable adjustment;
· making the reasonable adjustment.
(Disability Standards for Education, 2005).
Teaching strategies to support participation:
The standard also suggests that I must be able to demonstrate some teaching strategies that support the participation and learning of students with disabilities. As evidence to support this standard I have provided an instructional program that I developed, designed and implemented to a small group of students with autism, intellectual disabilities and other associated difficulties.
Instructional Program Outline:
This first document describes the planning of instruction, ways in creating positive and well-managed learning environments, rationale for active participation strategies, discussion in regards to the final post assessment task and student results and a reflection and evaluation of the instructional program.
Instructional Program Unit Plan:
This document is the unit plan. This unit plan outlines three stages:
· Stage 1: Desired Results/Goals
· Stage 2: Assessment Evidence (must align with standards/objectives)
· Stage 3: Learning Plan
· Stage 1: Desired Results/Goals
· Stage 2: Assessment Evidence (must align with standards/objectives)
· Stage 3: Learning Plan
Instructional Program Appendices:
This document includes samples of the appendices that were developed and used in this instructional program. All of the resources in this document are teacher-made to specifically cater to students specific needs. Some tasks have been differentiated according to readiness which is evident throughout appendices.
Instructional Program detailed lesson examples:
This document includes two detailed lesson plans from the instructional program. The detailed lesson plans outline the following:
· Curriculum links and established goals/performance objectives
· Resources required
· Strategies for managing rooms and the environment
· Instructional approaches and strategies
· Instructional techniques
· Visual, verbal, tactile, technological Supports
· Accommodations, adaptations and modifications made for that specific lesson
· Curriculum links and established goals/performance objectives
· Resources required
· Strategies for managing rooms and the environment
· Instructional approaches and strategies
· Instructional techniques
· Visual, verbal, tactile, technological Supports
· Accommodations, adaptations and modifications made for that specific lesson
Table of Sensory Considerations:
Sensory integration has not been shown to assist student learning, however it has been shown to decrease behaviours that accompany these sensory needs which prohibits students’ ability to engage in learning (Pfeiffer, Koenig, Kinnealey, Sheppard & Henderson, 2011). Considerations were made specifically to support students’ individual sensory needs. The following document is a table that I developed which lists some of the sensory considerations for each student taking part in the instructional program.
Images of students engaging in the Instructional Program:
Modifications and adaptations to support reading & writing:
Learning to read and write can be an extremely difficult process for some children (Pressley, 2006). Therefore, extra assistive approaches such as adaptations, modifications and assistive technology can be considered (Hyde, Carpenter & Conway, 2010).
Educators need to consider a variety of aspects associated with learning difficulties and disabilities in relation to learning. Students with learning difficulties and disabilities usually take more time to learn than their typically developing peers. For example, studies have shown that skills in which normally take 100 hours to master take a dyslexic student 10 times longer (Weeks, 2012).
It is important that students with learning difficulties and disabilities are supplied with high-quality reading materials in a variety of forms such as print, audio-tapes, CD’s, DVD’s, videos and film-clips (Downing, 2005). Providing this range will ensure students access to the learning content and materials can be adjusted to suit the needs of each student (Downing, 2005).
The use of picture supported texts provides extra support in reading and writing for students with significant disabilities. Erickson, Hatch and Clendon (2010) suggest that in reading instruction, students must be actively engaging with both the pictures and words by getting them to pair the words with the pictures themselves.
Flynn (2011), suggested that props and physical objects can be used as assistive, support tools when learning new vocabulary. The idea of this is to target other senses for students who may need accommodations and modifications made, in order to provide the learning opportunities they require.
Downing (2005) suggested a variety of physical assistive adaptations and modifications that can assist students in learning to read and write. Adapted grippers support students in using a variety of writing implements to support their ability to grasp (Downing, 2005). Page turners or fluffers allow students to turn the pages of a book independently (Fenlon, McNabb & Pidlypchak, 2010). Slant Boards elevate materials to optimise student’s visual and physical access when reading and writing (Downing, 2005). Switches can be used to promote access to literacy activities for students who have significant physical disabilities to engage in switch activated reading and writing tasks (Downing, 2005). Adapted keyboards/keyguards can also be used to provide students with access and control of computer programs or AAC devices (Deslandes, 2011).
Educators need to consider a variety of aspects associated with learning difficulties and disabilities in relation to learning. Students with learning difficulties and disabilities usually take more time to learn than their typically developing peers. For example, studies have shown that skills in which normally take 100 hours to master take a dyslexic student 10 times longer (Weeks, 2012).
It is important that students with learning difficulties and disabilities are supplied with high-quality reading materials in a variety of forms such as print, audio-tapes, CD’s, DVD’s, videos and film-clips (Downing, 2005). Providing this range will ensure students access to the learning content and materials can be adjusted to suit the needs of each student (Downing, 2005).
The use of picture supported texts provides extra support in reading and writing for students with significant disabilities. Erickson, Hatch and Clendon (2010) suggest that in reading instruction, students must be actively engaging with both the pictures and words by getting them to pair the words with the pictures themselves.
Flynn (2011), suggested that props and physical objects can be used as assistive, support tools when learning new vocabulary. The idea of this is to target other senses for students who may need accommodations and modifications made, in order to provide the learning opportunities they require.
Downing (2005) suggested a variety of physical assistive adaptations and modifications that can assist students in learning to read and write. Adapted grippers support students in using a variety of writing implements to support their ability to grasp (Downing, 2005). Page turners or fluffers allow students to turn the pages of a book independently (Fenlon, McNabb & Pidlypchak, 2010). Slant Boards elevate materials to optimise student’s visual and physical access when reading and writing (Downing, 2005). Switches can be used to promote access to literacy activities for students who have significant physical disabilities to engage in switch activated reading and writing tasks (Downing, 2005). Adapted keyboards/keyguards can also be used to provide students with access and control of computer programs or AAC devices (Deslandes, 2011).
Assistive technology to support reading & writing:
Assistive technology has allowed some students to learn and interact in ways that may never have been possible (Conway, 2010). Erickson, Hatch and Clendon (2010) stress the importance of assistive technology being used in pursuit of the direct learning needs of the individual. Once necessary technology has been chosen for the students, they must be explicitly educated about how to use it (Downing, 2005). An example of this is teaching young students how to access an iPad screen independently (Conner, 2011).
The iPad by Apple has been said to really have its place in the field of special education and literacy learning and teaching (Campbell & Whitford, 2011). The iPad can provide us with interactive books and apps that can be utilised in classrooms to provide students with motivating, interesting and personalised literacy learning experiences (Conner, 2011). With the iPad technology having the ability to record and playback, it provides students with instant feedback and opportunities to self-correct in a non-threatening way. The iPad can have its settings manipulated to assist the individual needs of students. For example; earphones can be used to make the sound louder for students with hearing impairments (Conner, 2011).
Computer Programs such as ‘Natural Voice Reader’, ‘Dragon Naturally Speaking’, word processors or programs with word prediction can assist students with producing work and being more expressive in writing. Using programs like these have shown to improve students’ quality of work due to feeling more confident in spelling therefore choosing more complex words to use instead of just using words that they know how to spell.
The iPad by Apple has been said to really have its place in the field of special education and literacy learning and teaching (Campbell & Whitford, 2011). The iPad can provide us with interactive books and apps that can be utilised in classrooms to provide students with motivating, interesting and personalised literacy learning experiences (Conner, 2011). With the iPad technology having the ability to record and playback, it provides students with instant feedback and opportunities to self-correct in a non-threatening way. The iPad can have its settings manipulated to assist the individual needs of students. For example; earphones can be used to make the sound louder for students with hearing impairments (Conner, 2011).
Computer Programs such as ‘Natural Voice Reader’, ‘Dragon Naturally Speaking’, word processors or programs with word prediction can assist students with producing work and being more expressive in writing. Using programs like these have shown to improve students’ quality of work due to feeling more confident in spelling therefore choosing more complex words to use instead of just using words that they know how to spell.
Examples:
The following examples involve adaptations made and assistive technology and programs used to support students with differing disabilities who are also all non-verbal.
In the image beside, I have adapted a text and made it more accessible to my student who was still learning the fundamental reading skill of 'page turning'. The text was laminated and buffers were used to provide access for this particular student. The buffers were eliminated over time to allow the student to practice the fine motor control of using his fingers to pinch the page, knowing where to pinch to turn and most importantly to experience success. The other adaptation visible in this image is the use of a slant board. This student also has difficulty with his vision and the use of a slant board makes the reading experience more comfortable and accessible to his needs.
|
As part of a science lesson I used voice output devices (big button switches) to teach my students the concept of hot and cold in a unit on the senses. These big button switches were used to provide students with the opportunity to say the word, listen to the word and experience the meaning of the word through a sensory experience.
|
SymWriter 2 is a symbol writing program which generates symbols above words as you type. This is great to use for students who have trouble with spelling, reading and writing.
|
Proloquo2go is a speech output device system which I used to promote speech throughout all of my lessons when working with non-verbal students.
|