The next step for the teacher is to determine how the unit will be taught. Since students all learn differently, students with special needs will be scattered throughout the three areas. Some students will need additional instruction, others will be able to do the work independently and still others will excel. Accommodations can be implemented in all areas. Students who need modifications (change of outcome) will usually fall into the challenged range.
Process
Challenged
- Student needs direct instruction in each step of the process.
- Student needs review, practice and reteaching.
Average
- Student can learn from modeling.
- Student can do independent work
- Student needs review and practice.
Gifted
- Student learns with minimal instruction.
- Student conducts independent study.
- Student learns and grasps basic concepts quickly; may pass pretest.
The final stage on this chart is evaluation. Once again, students will fall within all three categories. In this area of evaluation or assessment, a student may need modifications to meet the evaluation standards (for example, an adult may write the final project for the student), but the outcome is the same.
Evaluation
Challenged
- Student provides a group project for evaluation.
Average
- Student is expected to complete a three-page, individual final project.
Gifted
- Student will create a class presentation with models, graphs and discussion points.
Some additional benefits of differentiated instruction for students with special needs is that flexible grouping is consistently used. Strategies for flexible grouping are an essential component of differentiated instruction. Learners are expected to interact and work together as they develop knowledge of new content. Teachers may conduct whole-class introductory discussions of content areas followed by small group or pair work. Student groups may be coached from within or by the teacher to complete assigned tasks. Grouping of students is not fixed. Based on the content, project and on-going evaluations, grouping and regrouping must be a dynamic process as one of the foundations of differentiated instruction.
Differentiated instruction takes the instruction one step further. Often lesson plans are divided into various activities. These activities are often based on Gardner's Multiple Intelligences or Bloom's Taxonomy. By incorporating strategies to address different types of intelligence, students with special needs often have more opportunities to participate.
[Excerpted from A Teacher's Guide to Inclusive Education: 750 Strategies for Success by Peggy A. Hammeken. Published by Corwin Press. Copyright 2007 Corwin Press. Used with permission.]
