Chapter 4: Planning Instruction by Analyzing Classroom and Student Needs

1
Chapter 4 Planning Instruction by Analyzing
Classroom and Student Needs

• Including Students with Special Needs
• SPED 429

2
INCLUDE Strategy

• Two Key Assumptions
• 1. Student performance is the result of an
  interaction between the student and the
  instructional environment.
• 2. With careful analysis, teachers can
  reasonably accommodate most students with
  special needs.

3
INCLUDE Step One

• Identify Classroom Demands
• 1. Classroom organization
• 2. Classroom grouping
• 3. Instructional materials
• 4. Instructional methods

4
INCLUDE Step Two

• Note Student Learning Strengths and Needs
• 1. Academics
• 2. Social-emotional development
• 3. Physical development

5
INCLUDE Step 3

• Check Potential Areas of Student Success
• 1. Success enhances student self-image and
  motivation.
• 2. Read the present level of educational
  performance in students IEPs to identify
  students strengths.

6
INCLUDE Step 4

• Look for Potential Problem Areas
• 1. Look for potential mismatches between
  students learning needs and instructional
  context.

7
INCLUDE Step 5

• Use Information to Brainstorm Adaptations
• 1. Bypass strategies
• 2. Classroom teaching and organization
• 3. Intensive instruction on basic skills and
• learning strategies

8
INCLUDE Step 6

• Decide Which Accommodations to Implement
• 1. Select age-appropriate adaptations
• 2. Select the easiest accommodations first
• 3. Select adaptations you agree with
• 4. Select adaptations with demonstrated
• effectiveness

9
INCLUDE Step 7

• Evaluate Student Progress
• 1. You can track effectiveness through grades,
  observations, work samples, portfolios,
  interviews, performance assessments, etc.

10
Organization of Inclusive Classrooms

• Physical Organization
• 1. Includes the appearance of the
• classroom
• -arrangement
• -lighting
• -floor space
• -storage
• -wall displays

11
Organization (continued)

• Routines for Classroom Business
• Establish clear routines for academic and
  nonacademic areas.
• Increases learning time and decreases discipline
  problems.
• Students need to have a clear understanding of
  the routine, so be CONSISTENT.

12
Organization (continued)

• Classroom Climate
• Friendly/Unfriendly
• Pleasant/Unpleasant
• Cooperative/Competitive
• Safe/Unsafe
• Trusting/Untrusting
• Respectful/Disrespectful

13
Organization (continued0

• Classroom Rules
• Rules create a sense of order and expectations
  for classrooms
• Preventative classroom management
• Key characteristics
• -brief
• -positive
• -minimal
• 4. Rules should be explained, discussed, and
  modeled

14
Organization (continued)

• Monitoring
• Monitor classroom behavior frequently
• Have a clear view of the entire classroom

15
Organizations (continued)

• Use of Time
• Use of Instructional Time
• -called academic learning time
• -minimize time spent on organizational
• activities (e.g., lunch count)
• Managing Transition Time
• -establish procedures and practice them
• -have teaching materials ready
• -page 126

16
Grouping Students for Instruction

• Students with special needs benefit from a
  variety of grouping arrangements.
• The grouping arrangements you choose should
  depend on your instructional objectives and
  students particular needs.

17
Whole Group Instruction

• Students get to spend the entire time with the
  teacher.
• It does not single out students with special
  needs.

18
Small Group Instruction

• Same-skill grouping or mixed-skill grouping
  (students usually help each other)
• Helpful when SOME students are having difficulty
  mastering a particular skill and need extra
  instruction/practice
• Same skill grouping tends to become permanent and
  take on a life of their own

19
One-to-One Instruction

• Students work with either a teacher, a
  paraprofessional, or a computer in
  well-sequenced, self-paced materials that are
  geared for their specific level.
• Not necessarily the grouping arrangement of
  choice
• -less instructional time for others
• -off-task behavior
• -lack peer models
• When a student requires extended periods of
  one-on-one time, an analysis of his/her needs and
  instructional setting is needed.

20
Evaluating Instructional Materials

• Textbooks
• Select well-designed textbooks that require fewer
  adaptations for students
• Content area textbooks should have an easy
  readability, teach concepts, organized for
  comprehension, and activate background knowledge

21
Instructional Materials (continued)

• Manipulatives and Models
• 1. Select materials that suit the concept and
  the developmental stage of the student.
• Use a variety of materials.
• Use verbal explanations whenever possible to
  accompany object manipulation.

22

• Encourage active interaction.
• Elicit student explanations of their
  manipulations or use of models.
• Present clear guidelines for handling
  manipulatives to prevent management problems.
• Move your student beyond the concrete level when
  the are ready (paper-pencil).

23
Instructional Materials (continued)

• Technology
• 1. Provides instruction through drill and
  practice programs, tutorials, and simulations.
• Drill and practice programs have been found
  effective for students with special needs because
  students 1) learn in small steps, 2) provide
  systematic feedback, and 3) allow lots of
  practice to mastery.
• Assistive technology

24
Direct Instruction

• Instructional strategy in which subject matter is
  presented explicitly, or directly, to students.
• 6 Key Elements
• Review and check the previous days work (reteach
  of necessary)
• Present new content or skills
• Provide guided student practice (check for
  understanding)

25
Direct Instruction (continued)

• Provide feedback and correction (reteach when
  necessary)
• Provide independent student practice
• Review frequently

26
Independent Student Practice

• Practice only skills they have already learned.
• More effective when students have a desire to
  learn.
• Practice should be individualized.
• Practice should be specific and systematic.

27
Independent Student Practice (continued)

• A lot practice on a few skills rather than little
  practice on many skills.
• Practice should be organized so that students
  achieve high levels of success.
• Practice should be organized so that students and
  teacher have immediate feedback.

28
Teaching Vocabulary

• Page 148