Instruction for Students With Significant Disabilities Using the Four Step Process

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Instruction for Students With Significant
Disabilities Using the Four Step Process

• Michael Burdge, Anne Denham, and Jean Clayton
• Technical Assistance Specialists, University of
  Kentucky Inclusive Large Scale Standards and
  Assessment group (ILSSA)

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Meet Randy

• 13 year-old middle school student with a
  significant cognitive disability
• Physical
• Ambulates but has an awkward gait
• He can manipulate materials but has poor fine
  motor control
• Communication
• 1-2 word utterance
• Uses yes/no and points or gestures
• Uses Picture Exchange Communication System
  (PECS), beginning user
• Learning Environment
• Recognize logos, some symbols and can visually
  discriminate
• Loves to be with peers but stubborn
• Loves to be involved in class activities but has
  a limited focus
• Rote count to 7 or 8 but no comprehension

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Randys IEP Goals

• Improve communication skills -initial sounds, use
  of PECS
• Increase attention span
• Task completion
• Picture recognition
• 11 correspondence
• Behavior supports - rewards

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Unit Title Designing a Tile Floor

• Step 1. Identify the standards the instructional
  unit addresses.
• Look at the math Four Step lesson plan
• Working on algebra, geometry, and measurement
  within the unit
• Step 2. Define the outcomes of instruction
• Look at the math Four Step lesson plan
• The target student has the same number of
  outcomes but have been reduced in amount required
  for each outcome
• Formative assessment has been planned as well

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Step 3 Identify the instructional activities
that move students towards achievement of the
standard.

• What are the instructional activities planned for
  all students?
• What barriers are keeping the student from
  accessing instruction, participating in
  activities, demonstrating learning, etc.?
• What supports will reduce identified barriers?
• How will the supports assist the student in
  accessing instruction, participating in
  activities, and demonstrating learning?

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Review Step 3 of the Math Four Step
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Analyzing the Activity

• What learning are all students suppose to access
  in this activity?
• What behaviors or skills are all students doing
  when participating in this instructional activity
  and materials? (e.g., discussing, reading,
  writing)

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General Activity 1

1. The teacher will review a simple growing pattern
   with the students on the board.
2. Have the students predict what the next pattern
   will look like and encourage them to create the
   next stage of the pattern on their grid paper.

Expected learning
Behaviors/skills for the activity
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Accessing Instruction Within the Context of What
all Students Are Learning

1. Can the targeted student comprehend information
   shared during instruction using the materials
   provided?
2. Can the student interact with materials,
   communicate, and demonstrate knowledge?
3. Will the student be interested in the activity
   and remain engaged long enough to learn?

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Determining Access to Instruction

1. Determine what learning are all students suppose
   to access in this activity.
2. Can the targeted student comprehend information
   shared during instruction using the materials
   provided?
3. Identify barriers to instruction
4. Remove or reduce barriers

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Access to Instruction for Randy

• Can Randy see and understand the information
  presented on the board?
• Would it help if someone ( a peer or teacher)
  could recreate what was on the board for Randy at
  his desk with manipulatives?
• Would pre-teaching the concept of patterns help?
• Other ideas?

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Determining Access to Interact

1. What behaviors or skills are all students doing
   which allow interaction with this instructional
   activity and materials? (e.g., discussing,
   reading, writing)
2. Can the student interact with materials,
   communicate, and demonstrate knowledge?
3. Identify barriers to instruction
4. Remove or reduce barriers

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Access to Interact for Randy

• Can Randy perform the requested behaviors,
  skills, communication types during this activity?
• Would using actual colored squares help Randy?
• Would adding texture to the different colors help
  him differentiate the colors?
• Would breaking directions down to individual
  steps help?
• Other ideas?

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Determining Access Through Engagement

1. What motivation or engagement is provided to all
   students?
2. Will the student be interested in the activity
   and remain engaged long enough to learn?
3. Identify barriers to instruction
4. Remove or reduce barriers

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Engagement for Randy

• Will Randy be motivated to attend to and complete
  this activity?
• Will the colored manipulatives help?
• Would his schedule showing that once he finishes
  he gets a break help?
• Would a different seat help him attend?
• Other ideas?

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General Education Activity 1

• What barriers might exist for Randy?

Perception and comprehension Following along with teacher on board
Interaction and demonstration of knowledge Filling in grid paper Writing answers Distinguishing between colors
Engagement Length of time of activities
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General Education Activity 1

• What supports could be used to remove barriers
  for Randy?

Perception and comprehension Use color squares to recreate the pattern at Randys desk while the teacher works on the board.
Interaction and demonstration of knowledge Allow Randy to use manipulatives rather than coloring in squares on the graph paper.
Engagement Use his schedule to show that he must finish this task and then he gets a break. Try letting him sit on the therapy ball.
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Back to the Standard

• Once the activities are supported and/or adapted
  it is important to go back to the standard

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General Activity 2

• The teacher will chart the pattern so everyone
  can see.
• Have each student graph the growth of both colors
  of consecutive stages.
• Have students predict, using the graph how many
  blue and green there will be after 5 more
  repetitions.
• Discuss and as a class explain the pattern in
  mathematical language.

Expected learning
Behaviors/skills for the activity
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General Education Activity 2

• What barriers might exist for Randy?

Perception and comprehension
Interaction and demonstration of knowledge
Engagement
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General Education Activity 2

• What supports could be used to remove barriers
  for Randy?

Perception and comprehension
Interaction and demonstration of knowledge
Engagement
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Back to the Standard

• Once the activities are supported and/or adapted
  it is important to go back to the standard

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Removing Barriers
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Instructional Materials/Representation Support
back ground knowledge
Make a connection to the students life that can
be related to the new targeted knowledge.
Google Earth
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Teaching Methods/RepresentationHighlight
Critical Features
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Instructional Materials/ExpressionProvide tools
and media for expression
Tango! Blink Twice
Graphic Organizer
TechTalk
Drawing
Sentence strips
Writing with Symbols 2000, Widgit
Boardmaker, Mayer Johnson
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Instructional Materials/EngagementProvide
alternatives for recruiting and sustaining
interest
Use a personal area of interest to recruit
attention.
A clickable puzzle created using Classroom Suite
(IntelliTools), maintains student interest
through physical movement with auditory feedback,
contrasting color, music, and animation at
completion.
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General Activity 3
Expected learning
Behaviors/skills for the activity
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General Education Activity 3

• What barriers might exist for Randy?

Perception and comprehension
Interaction and demonstration of knowledge
Engagement
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General Education Activity 3

• What supports could be used to remove barriers
  for Randy?

Perception and comprehension
Interaction and demonstration of knowledge
Engagement
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General Activity 4
Expected learning
Behaviors/skills for the activity
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General Education Activity 4

• What barriers might exist for Randy?

Perception and comprehension
Interaction and demonstration of knowledge
Engagement
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General Education Activity 4

• What supports could be used to remove barriers
  for Randy?

Perception and comprehension
Interaction and demonstration of knowledge
Engagement
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General Activity 5
Expected learning
Behaviors/skills for the activity
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General Education Activity 5

• What barriers might exist for Randy?

Perception and comprehension
Interaction and demonstration of knowledge
Engagement
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General Education Activity 5

• What supports could be used to remove barriers
  for Randy?

Perception and comprehension
Interaction and demonstration of knowledge
Engagement