Specially Designed Instruction

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Specially Designed Instruction

• Paras
• August In-service 2009

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• State Regulation K.A.R. 91-40-1(kkk) "Special
  education" (1) means specially designed
  instruction, at no cost to the parents, to meet
  the unique needs of an exceptional child,
  including (A) instruction conducted in the
  classroom, in the home, in hospitals and
  institutions, and in other settings and (B)
  instruction in physical education and (2)
  shall include (A) paraeducator services,
  speech-language pathology services and any other
  related service, if it consists of specially
  designed instruction to meet the unique needs of
  a child with a disability (B) occupational or
  physical therapy and interpreter services for
  deaf children, if without any of these services,
  a child would have to be educated in a more
  restrictive environment (C) travel training
  and (D) vocational education.

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What the research says

• Increased student outcomes are not directly
  linked to paraeducators in the classroom
• Peer Support strategy produces higher levels of
  social interaction and increases active classroom
  engagement
•  Excessive proximity by paraeducators result in
  separation from classmates, interference with
  teacher ownership of students instructional
  goals by the gen ed teacher and loss of control
  by the individual student
•  

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Specially Designed Instruction

• Accommodations the IEP team has deemed
  appropriate.
• Help level the playing field.
• Not meant to give any students an unfair
  advantage.
• Provide necessary supports for students to make
  progress in the general ed. Curriculum.

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What specially designed instruction is NOT

• It is not about getting homework done so I dont
  have to take it home.
• It is not about having an extra person in the
  class room
• It is not about having a person there just in
  case something might happen

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What specially designed instruction is.

• Appropriate accommodation and modifications
• Coaching and teaming for the best interests of
  the student
• Embedding instruction within the normal routines
  of the day
• Structured plan of how services will be carried
  out.

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Lesson Presentation

• Preview strategies
• Pre read
• Predict
• Pre teach
• Visual aids
• Graphic organizers
• Thinking maps
• Pair visual with auditory (multimodality
  approach)
• Repetition
• Reteach
• Clarify

• Testing accommodations
• Paraphrasing/summarizing
• Pacing of instruction
• Guided and independent practice
• Feedback
• Clear high expectations
• Skeletal outlines, maps, webs for notes

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Paraphrasing and Summarizing

• Paraphrasing-retelling in simpler terms
• Repeating directions
• Chunking directions first this, then that.
• Re-explaining terms or concepts using different
  language.
• Breaking assignments down into step by step
  processes, or parts
• Summarizing Pulling main ideas and important
  details from a selected text.

• Gist of a paragraph (main idea)
• A main idea statement is made up of two parts
• (1) The most important who or what in the
  paragraph (the main person, place, or thing),
  1-2 main nouns
• (2) The most important information about the who
  or what. 2-3 verbs or verb phrases
• The main idea statement consists of these two
  pieces of information combined in a sentence of
  10 words or less.

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Vocabulary Building

• Vocabulary
• Knowing a word is not an all or nothing
  proposition
• Knowledge should be viewed in terms of extent or
  degree of knowledge
• Stages
• never saw it before
• heard it, but doesnt know what it means
• recognizes it in context as having something to
  do with
• knows it well

• Pre-teach important vocabulary
• Flash cards
• Words and pictures
• Games
• Highlighted textbook

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Vocabulary (cont.)

• Content Area Vocabulary 
• Word meaning are often closely tied to the major
  theme or purpose of a lesson
• New vocabulary in content area is rarely
  associated with familiar concepts
• Content area words are often related meaning
  e.g. metamorphosis , pupa, and larvae
•  

•  Literature-Based Vocabulary 
• Knowing all the new words may not be as necessary
  as understanding the gist of the narrative
• Learning new vocabulary often involves simply
  learning a new term for a concept the student
  already possesses
• Words in reading lessons are usually totally
  unrelated to each other

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Reinforcing, Recognition, Feedback

• Encouragement recognition that the student can
  accomplish the task.
• Praise
• Specific to student and task
• Generalized praise may have an adverse effect.
• Legitimate
• Incentives
• Success breeds success

• Feedback
• Clear
• Concise
• Appropriate
• Immediate

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Assignments/ work sessions

• Extra time
• Simplify complex tasks
• Chunking
• Breaks/ shortened work sessions.
• Assignments written in consistent place
• Limit items per page
• Remind students to recheck work
• Reduce length of homework/ class work

• Formatting of work
• Tiered assignments
• Larger print
• Study guide
• Note-taking strategies
• Computer games
• Use of calculator
• Limit amount of writing

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Scaffolding Varying levels of support

• Highlight important words in text
• Teach structure in text books
• Flag or post-it notes in margins where answers
  can be found
• Page numbers listed in left hand margins of
  questions to guide students to the answer

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Guided Notes

• requires students to actively respond during the
  lecture
• A standard set of notes for study and review.
• The chance to answer questions to clarify
  content.
• (Lazarus, 1993)

• organizational cues (e.g., blanks, asterisks,
  bullets) to alert students about where, when, and
  how many concepts to record.
• strike a balance between an overly simplified
  fill-in-the-blank format and one that is
  extremely open-ended

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Guided notes (cont.)

• As the student becomes more proficient at
  note-taking, you can gradually 'fade' the use of
  guided notes by providing less pre-formatted
  notes-content and requiring that students write a
  larger share of the notes on their own.

• You can boost the effectiveness of guided notes
  by including additional incentives or follow-up
  activities to monitor student note-completion and
  study of notes.

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SQ3R

• This technique can significantly help students to
  understand content material that they have read.
  The steps are
• Survey or Preview The students survey an entire
  chapter or literary work to gain an overall
  impression of the content. Teach students to read
  the introduction and summary of the reading, plus
  the first sentence in each paragraph.
• Question The students should pose questions that
  they want to read and answer during this step.
  You may wish to have students turn each
  subheading into a question.

• Read The students need to read the entire
  section or chapter and try to answer the
  questions that they have posed. This step helps
  students to become actively involved in the
  reading process.
• Recite this step applies only to one section at
  a time. After students have read a section at a
  time in a purposeful manner, have them recite the
  important information from that section in either
  an oral or written form.
• Review This step applies after the students have
  completed the chapter or reading assignment. They
  try to review the important concepts,
  generalizations, and facts they gained form the
  chapter.

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Memory Tips

• Chunking
• Rhyming
• Mnemonics
• Bed-time recital
• Try by not trying

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Organization

• Folders for each subject
• Older grades binder with a section for each
  subject
• Homework folders
• Consistent routines
• Homework assignments posted

• Check in and check out
• Visual schedules
• Incentives for work completed/turned in
• Color coding/highlighting

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Nonlinguistic Representations

• Thinking Maps
• Making a model
• Imagery
• Use of senses
• Picture-word-meaning
• Hands on activities
• Virtual math manipulatives
• http//nlvm.usu.edu/en/nav/vLibrary.html

• Pairing auditory with a visual
• Graphic organizers
• Color coding
• Highlighting text
• Computer games

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Test Taking

• Shorter sections
• Fewer choices
• Allow extra time
• Test items read aloud
• Word bank
• Small group environment