1. ADAPTING FOR INDIVIDUAL DIFFERENCES
Chapter 5

2. Individual Differences
What are the types and sources of individual differences among children?

3. Effective Teachers Understand typical and atypical child development
Understand the importance of knowing each child as an individual
Use this knowledge to plan and adapt curriculum
To help each child meet important learning goals (NAEYC, 2009)

4. Individual Differences
NATURE
NURTURE
The hereditary or genetic contributions to human development
Biological and neurological drivers of development
Range of variation in timing, not sequence
Environmental factors and experiences that influence human development and behavior
Environmental influences: quality of child care setting, family economic resources, safety, siblings, etc.

5. Transactional Theory of Development
Development is the result of both biology and experience and how they influence each other
Biology and experience play critical, interrelated roles in children’s development
Accumulation of certain kinds of experiences can enhance development or place children at risk

6. Know the Child, Family, Culture
Categories of
Student Variance
Contributors to the Category
Biology
Gender: Physical, Cognitive, Social
Abilities & Disabilities: Cognitive, Emotional/Social, Physical
Neurological “wiring” for learning
Development
Degree of Privilege
Economic status
Race
Culture
Support system
Language
Experience
Positioning for learning
Adult models
Trust
Self-concept
Motivation
Temperament
Interpersonal skills
Preference/
Learning Styles
Interests
Learning preferences
Preferences for individuals
Categories of Student Variance with Contributors that have some Implications for Learning
Know the Child, Family, Culture

7. ACCOMODATING DIFFERENCES
What do teachers need to know about individual variation among children and how to accommodate individual differences?

8. MULTIPLE INTELLIGENCES
What is Gardner’s Theory of Multiple Intelligences and what are its implications for practice?

9. Multiple Intelligence - MI
Howard Gardner – MI Theory 1980s
“Splitter”
Eight Intelligences - Ability to:
Linguistic – use language effectively
Musical- compose, comprehend and appreciate music
Logical-Mathematical – reason logically, especially in math and science
Spatial – notice details of what one sees, imagine and manipulate visual objects in ones’ mind
Kinesthetic – use one’s body skillfully
Naturalistic – recognize patterns in nature and differences among natural objects and life-forms
Interpersonal – awareness of one’s won feelings, motives, and desires
Intrapersonal – recognize patterns in nature and differences among natural objects and life forms

10. Key Points MI Theory
An intelligence is the ability to solve problems, or to create products, that are valued within one or more cultural settings
Each person possesses all eight intelligences -- a theory of cognitive functioning and all seven function together in ways unique to each person
Most people can develop each intelligence to an adequate level of competency --if given appropriate encouragement enrichment and instruction
Intelligences usually work together in complex ways -- intelligences are always interacting with each other and must be thought of in their specific culturally valued contexts
There are many ways to be intelligent within each category -- emphasizes the rich diversity of ways in which people show their gifts within intelligences as well as between intelligences

11. Development of MI FACTORS
Biological endowment, including hereditary or genetic factors and insult or injuries to the brain before, during and after birth.
Personal life history, including experiences with parents, teachers, peers, friends, and others who either awaken intelligences or keep them from developing
Cultural and historical background, including the time and place in which you were born and raised and the nature and state of cultural or historical developments in different domains.

12. MI Activators and Deactivators of Intelligences
Crystallizing experiences -- turning points in the development of a person's talents and abilities usually in early childhood -- Albert Einstein 4 years old his father showed him a magnetic compass filled him with a desire to ferret out the mysteries of the universe
Paralyzing experiences -- experiences which shut down intelligences often filled with shame, guilt, fear, anger and other negative emotions that prevent our intelligences from growing and thriving

13. MI Environmental Influences
Promote or retard the development of intelligences:
Access to resources or mentors -- lack of resources
Historical-cultural factors -- the times
Geographic factors -- where you live
Familial factors -- parental wishes
Situational factors -- unable to develop due to situation

14. Learning Cycle of Differentiated Instruction
Get to know EACH CHILD
ECE Standards
EL Guidelines
CURRICULUM
ENVIRONMENT
CONTENT
TEACHING PROCESS
Ability/Talent – Interests –PK – Learning profile
CHILD
ASSESSMENT OF PRODUCTS
The creation of multiple paths so that children of different abilities, interests, and learning needs experience equally appropriate ways to achieve important learning goals
Plan the Environment
Differentiate Content
Teaching Process
Assess Learning

15. RtI – RtII – R&R
What the Response to Intervention, Response to Intervention and Instruction, and Recognition and Response models and how do they address individual differences in young children’s learning?

16. Responsive Education Response to Intervention (RtI)
Prevent school failure, reading and math
Bridge general and special education
Tier 1: high quality instruction for ALL, comprehensive, evidence-based curriculum and intentional teaching
Tier 2: DAP group interventions for children who need more focused learning experiences
Tier 3: Intensive, individualized interventions
Recognition and Response (R&R)
Recognition: monitor learning progress
Response: Core curriculum & intentional teaching for ALL children; targeted interventions for SOME children
Collaborative Problem solving: A team makes informed decisions based on assessment results to plan and evaluate instruction and interventions at all tiers

17. Pennsylvania Response to Intervention and Instruction
RtII in PA
PA State Aligned System (SAS)
The use of a standards-aligned, comprehensive school improvement and/or multi-tiered system of support for implementing PA’s SAS.
RtII rests on using a continuum of student performance data to continuously inform, monitor and improve student access and response to high- quality core and supplemental instruction/intervention.
A road map for facilitating systems change within the context of data-based decision-making and instructional matching.
The intent of RtII is to improve learning as efficiently, effectively and equitably as possible for ALL students, including students with disabilities.

18. It’s the LAW
What practices are required by law for children with disabilities and special needs?

19. The Language of Special Education
LANGUAGE MATTERS
Children with special needs – broad term
Children with disabilities – specific identification
First person language – CHILD first, then identifier

20. What do we need to KNOW? Types of Exceptionality
Children with disabilities are diverse and distinct from one another
Various disorders do not necessarily occur in isolation
A diagnosis rarely results in precise education interventions
Types of Exceptionality
Attention deficit/hyperactivity disorder (ADHD)
Autism spectrum disorders (ASD)
Down syndrome (DS)
Cerebral palsy (CP)
Deafness and hearing impairment
Visually impaired or blind
Mental retardation
Developmental delay
Gifted

21. Legal Requirements IDEA Individualized Education Program (IEP)
IEP Team
Early Intervention
IFSPs vs IEPs

22. INTENTIONAL & EFFECTIVE
What practices for teaching children with special needs are effective teaching all children?

23. Effective Practices Inclusive Classrooms Team mentality Assessments
Natural Learning Environments
Benefits
Fostering Friendships: Modeling, Play activities, Prompting, Rehearsal/practice
Team mentality
Assessments
Curriculum-based
Routines-based

24. Plan Individualized Instructional Strategies
Goals:
Generative skills can be used across setting, people, events, and objects
PA Early Learning Standards
Learning Opportunities during daily routines
Use Helping Strategies: Prompts
Reinforce Children’s Learning
Naturally occurring reinforcers
Monitor Progress:
Observation, Checklist, Rating Scale