1. Associate Superintendent
Los Angeles Unified School District
Division of Special Education
Schools for All Children
Differentiated Instruction for Students with Significant Challenges
Donnalyn Jaque-Antón
Associate Superintendent

2. Differentiated Instruction For Students with Significant Challenges

3. What is the Least Dangerous Assumption (LDA)?
The student IS competent
Think of the disabling condition in a new light – which does not limit achievement or expectations
Anne Donnellan introduced the concept of “Least Dangerous Assumption,” in 1984, as it related to people with disabilities. Speaking of people with disabilities as people FIRST. The key here is that this is a difference and not a deficiency. The idea that society tends to create a hierarchy of these differences, by labeling some of them deficiencies, is a manifestation of an out-dated paradigm plagued by prejudice.
The key to the new paradigm is the concept of “Least Dangerous Assumption.” “Least Dangerous Assumption” states that in the absence of absolute evidence, it is essential to make the assumption that, if proven to be false, would be the least dangerous to the individual. Nothing is lost and no harm is done. It is the idea of considering all people as capable and intelligent.

4. 5 Reasons Why the LDA Should Presume Competence
Human intelligence is a multi-faceted construct rather than a uni-dimensional characteristic.
Most students with significant disabilities have difficulty communicating and assessments of their “I.Q.” are seriously flawed.
Research shows that a growing number of children and adults labeled “retarded” show they are more capable when they have a means to communicate.

5. 5 Reasons Why the LDA Should Presume Competence, continued
To presume “incompetence” could result in harm to our students if we are wrong.
Even if we are wrong about students’ capacities to learn in general education curriculum content, the consequences to the student of that incorrect presumption are not as dangerous as the alternative.
(Jorgensen & McSheehan, TASH 2004)
Read article “Outing the Prejudice: Making the Least Dangerous Assumption” by Zach Rossetti and Carol Tashie

6. Individual and Group Reflection
Reflect on the LDA concepts
Turn to a fellow participant and discuss the one that impacted you the most.
We would like for you to consider the paradigm shift suggested in this concept and reflect on how it relates to your own feelings in this matter. Was there anything you read which allowed you to rethink your current perception on where students should be educated? Share with a small group your feelings on this topic.

7. A New Image
In a differentiated classroom, the teacher proactively plans and carries out varied approaches to content, process, and product in anticipation of and response to student differences in readiness, interest, and learning needs.
(Tomlinson, 2001)
The “Least Dangerous Assumption” leads into a new way of thinking about and educating all students; and to a new image of the type of classroom that will meet the needs of the diverse learner.
We are familiar with differentiated classroom but we now need to tie that knowledge to classrooms where there are students with moderate to severe disabilities

8. Differentiated classroom
Differentiated classroom? Students with severe disabilities and typical peers…..
Teachers:
Begin where students are
Accept that learners are different in important ways
Are ready to engage learners through different modalities
Appeal to varying interests
Vary degree of complexity
Ensure that student competes against self to assess growth (Tomlinson, 1999)
In differentiated classrooms, teachers begin where students are, not at the front of the curriculum guide.
They accept and build upon the premise that learners differ in important ways. They act on the premise that teachers must be ready to engage students in instruction through different learning modalities, by appealing to differing interests, and by using varied rates of instruction along with varied degrees of complexity.
In differentiated classrooms, teachers ensure that a student competes against himself as he grows and develops more than he competes against other students.
In differentiated classrooms, teachers provide specific ways for each individual to learn as deeply as possible, without assuming one student’s road map for learning is identical to anyone else’s. These teachers believe that students should be held to high standards. They work diligently to ensure that struggling, advanced, and in-between students think and work harder than they meant to; achieve more than they thought they could; and come to believe that learning involves effort, risk, and personal triumph. These teachers also work to ensure that each student consistently experiences the reality that success is likely to follow hard work.
Teachers in differentiated classrooms use time flexibly, call upon a range of instructional strategies, and become partners with their students to see that both what is learned and the learning environment are shaped to the learner. They do not force-fit learners into a standard mold.
Teachers in differentiated classrooms begin with a CLEAR and SOLID sense of what constitutes powerful curriculum and engaging instruction. Then they ask what it will take to modify that instruction so that each learner comes away with understandings and skills that offer guidance to the next phase of learning.

9. There is Nothing So Unequal As The Equal Treatment Of Un-equals
LEARNING STYLES
Auditory Learners
Visual Learners
Tactile – Kinesthetic Learners
AUDITORY LEARNERS
Learn through verbal instructions from others and self
Remember through language
Typically very verbal
Can memorize easily
VISUAL LEARNERS
Learn by seeing, watching, and observing
Remember strong visual detail
Work well with graphic organizers
Color cues are helpful
TACTILE – KINESTHETIC LEARNERS
Learn by doing, touching, and direct involvement
Hands-on learners
Work well with manipulatives
Kinesthetic learners do best when learning is tied to a motion

10. MULTIPLE INTELLIGENCES
Linguistic Intelligence (word smart)
Logical-mathematical Intelligence (number/reasoning smart)
Spatial Intelligence (picture smart)
Bodily-kinesthetic Intelligence (body smart)
Musical Intelligence (music smart)
Interpersonal Intelligence (people smart)
Intrapersonal Intelligence (self smart)
Naturalistic Intelligence (nature smart)

11. Key Principles for developing classrooms for diverse learners
Teacher:
Focuses on the essentials
Attends to student differences
Gathers day-to-day data
Modifies one or more of the curricular elements
Content
Process
Product
The teacher carefully fashions instruction around the essential concepts, principles, and skills of each subject. She intends that students will leave the class with a firm grasp of those principles and skills, but they won’t leave with a sense that they have conquered all there is to know. The teacher’s clarity ensures that struggling learners focus on essential understandings and skills; they don’t drown in a pool of disjointed facts. Similarly, the teacher ensures that advanced learners spend their time grappling with important complexities rather than repeating work they already know.
CLARITY INCREASES THE LIKLIHOOD THAT A TEACHER CAN INTRODUCE A SUBJECT IN A WAY THAT EACH STUDENT FINDS MEANINGFUL AND INTERESTING. CLARITY ALSO ENSURES THAT TEACHER, LEARNERS, ASSESSMENT, CURRICULUM, AND INSTRUCTION ARE LINKED TIGHTLY IN A JOURNEY LIKELY TO CULMINATE IN PERSONAL GROWTH AND INDIVIDUAL SUCCESS FOR EACH CHILD.
ASSESSMENT IS ONGOING AND DISGNOSTIC - ASSESSMENT IS TODAY’S MEANS OF UNDERSTANDING HOW TO MODIFY TOMMORROW’S INSTRUCTION ****MAY COME FROM: SMALL GROUP DISCUSSION WITH THE TEACHER, WHOLE CLASS DISCUSSION, JOURNAL ENTRIES, PORTFOLIO ENTRIES, EXIT CARDS, SKILL INVENTORIES, PRETEST, HOMEWORK ASSIGNMENTS, STUDENT OPINION, OR INTEREST SURVEYS.
ASSESSMENT ALWAYS HAS MORE TO DO WITH HELPING STUDENTS GROW THAN WITH CATALOGING THEIR MISTAKES.
CURRICULAR ELEMENTS:
CONTENT – WHAT WE WANT STUDENTS TO LEARN AND MATERIALS OR MECHANISMS THROUGH WHICH THAT IS DONE
PROCESS – ACTIVITIES DESIGNED TO USE KEY SKILLS TO MAKE SENSE OF ESSENTIAL IDEAS AND INFORMATION
PRODUCTS – VECHICLES THROUGH WHICH STUDENTS DEMONSTRATE AND EXTEND WHAT THEY HAVE LEARNED
Everyone is working on those targeted goals at various levels of complexity but when it is functional skills, the student participates meaningfully…works all the way through to a nonstandard accommodation…..Some of our students are very significantly impacted and they are working on very specific functional skills. In what ways can we address the functional skills within the activities in the classroom? Back door? Not really…it is simply another way to consider access.

12. (All students participate in respectful work)
Key Principles for developing classrooms for diverse learners, continued
Teacher:
Collaborates with students in learning
Balances group and individual norms
Organizes students so that they work together flexibly
(All students participate in respectful work)
(Tomlinson, 1995)
IN A DIFFERENTIATED CLASSROOM, THE TEACHER IS THE LEADER, BUT LIKE ALL EFFECTIVE LEADERS, SHE ATTENDS CLOSELY TO HER FOLLOWERS AND INVOLVES THEM THOROUGHLY IN THE JOURNEY. TOGETHER, TEACHER AND STUDENTS PLAN, SET GOALS, MONITOR PROGRESS, ANALYZE SUCCESSES AND FAILURES, AND SEEK TO MULTIPLY THE SUCCESSES AND LEARN FROM THE FAILURES. SOME DECISIONS APPLY TO THE CLASS AS A WHOLE. OTHERS ARE SPECIFIC TO AN INDIVIDUAL.
THE TEACHER IN A DIFFERENTIATED CLASSROOM UNDERSTANDS THAT SHE DOES NOT SHOW RESPECT FOR STUDENTS BY IGNORING THEIR LEARNING DIFFERENCES. IN THE END, IT IS NOT STANDARDIZATION THAT MAKES A CLASSROOM WORK. IT IS A DEEP RESPECT FOR THE IDENTITY OF THE INDIVIDUAL. A TEACHER IN A DIFFERENTIATED CLASSROOM EMBRACES AT LEAST THE FOLLOWING BELIFS:
RESPECT THE READINESS LEVEL OF EACH STUDENT.
EXPECT ALL STUDENTS TO GROW, AND SUPPORT THEIR CONTINUAL GROWTH.
OFFER ALL STUDENTS THE OPPORTUNITY TO EXPLORE ESSENTIAL UNDERSTANDINGS AND SKILLS AT DEGREES OF DIFFICULTY THAT ESCALATE CONSISTENTLY AS THEY DEVELOP THEIR UNDERSTANDING AND SKILL.
OFFER ALL STUDENTS THE TASKS THAT LOOK – AND ARE – EQUALLY INTERESTING, EQUALLY IMPORTANT, AND EQUALLY ENGAGING.

13. Let’s go through it, step by step:
Identify the broad based concept to be taught
Step 2:
Identify the curricular goals for students
WHEN PLANNING ADAPTATIONS THE BEST PLACE TO START IS WITH THE CREATION OF A LESSON FOR ALL LEARNERS IN THE CLASSROOM.
THE ADAPTATION PROCESS IS THE SAME PROCESS A TEACHER USES TO PLAN ANY LESSON FOR HER CLASS. THIS INFORMATION IS SOMETIMES RECORDED IN A FORMAL LESSON PLAN OR IS OFTEN COMPLETED AS A MENTAL PROCESS.
THE TEAHER MONITORS THE EFFECTIVENESS OF ADAPTATIONS AND DETERMINES THE NEED FOR CHANGE. CHANGES MAY INCLUDE ADDITIONAL ADAPTATIONS, A CHANGE IN THE TYPE OF ADAPTATIONS USED OR A REDUCTION IN THE USE OF ADAPTATIONS. IN AN ENVIRONMENT OF CONSISTENT EVALUATION OF STUDENT PROGRESS, TEACHERS MAKE COLLABORATIVE DECISIONS TO TRY A VARIETY OF ADAPTATIONS WHICH ENABLE ALL STUDENTS TO PARTICIPATE TO THE MAXIMUM EXTENT POSSIBLE.

14. Let’s keep going, step by step:
Identify the instructional plan for most learners
Step 4:
Identify the instructional plan for learners who need adaptations

15. Let’s keep going, step by step:
Check for student understanding
Step 6:
Reflect and evaluate adaptations making adjustments as needed
Step 7:
Reteach based upon evaluation

16. Highlight an example
Think of a classroom where you have seen this differentiation in action. Maybe it was your classroom
In what ways did differentiation affect the instructional program and student learning?
Is this an example of best practices?
WE WOULD LIKE YOU TO TAKE THIS OPPORTUNITY TO THINK ABOUT A CLASSROOM THAT YOU HAVE TAUGHT IN, OBSERVED, COLLABORATED IN; WHICH REALLY PUT THESE IDEAS INTO PRACTICE.

17. Let’s look at one opportunity for Collaboration and Co-planning…..
Step 4:
Identify the instructional plan for learners who need adaptations
Differentiation is a general education function but many times we have students with more significant challenges and this is where we depend on the special education teacher / general educator collaboration. The general educator brings in knowledge of content and expertise in standards based instruction. He/She provides the focus of the activity. The special educator brings in strategy instruction as well knowledge and expertise on the student. One important way that the special educator can target areas of intervention or adaptation is through the functional ecological. This enables the team to match the students strengths with opportunities to demonstrate mastery and identifies what supports are needed in areas of new learning.

18. Collaboration Planning Practice Evaluation Informal discussion
What IEP objectives can be worked on during content area instruction?
What accomodations/modifications will be required to work on these objectives?
What other support will the general education teacher need?
* AAA * Adaptive equipment
* Technical support * Modified materials
* Adapted materials * Co-teaching
(auditory, visual, etc.)
Are the student’s IEP objectives met in the unit in a meaningful way?
How will progress towards the IEP goals be assessed?
What will be the roles of the special education teacher, general education teacher, AAA, and the students in the instruction of the unit?
How will the teachers communicate about student progress throughout the unit?
Informal discussion
Communication journal
Weekly meetings

19. Functional Ecological Assessment
A Functional Ecological Assessment begins with….
Knowing the targeted learner
Observing what is going on in the general education classroom
Beginning with one specific activity
Noting the natural cues and skills required to participate in the activity
ONE TOOL WHICH CAN BE MOST HELPFUL FOR PLANNING FOR STUDENTS WITH SIGNIFICANT CHALLENGES IS A FUNCTIONAL ECOLOGICAL ASSESSMENT.
IT IS AN INFORMAL OBSERVATIONAL ASSESSMENT, WHICH NEEDS TO BE CONDUCTED WITHIN THE NATURAL CONTEXT OF AN ACTIVITY IN THE NATURAL SETTING.
EXCELLENT TOOL TO ASSIST WITH COMMUNICATION NEEDS, BEHAVIORIAL NEEDS, AND ACCESSIBILITY TO THE ACTIVITY

20. In a Functional Ecological Assessment, we ask:
What is the teacher doing?
What are the students doing?
With whom is the targeted learner interacting?
In what way is he/she participating within the activity?
Note discrepancies and causation for limited participation

21. Using the Ecological Data
Develop intervention strategies based upon
Physical, emotional, sensory needs
Modified materials and/or technology
Individualized instruction
Individualized demonstration of learning, evaluation, and grading

22. example
Student: Eighth grader (myopic, hearing impaired, moderate mental retardation, short attention span)
Activity: Science class – eighth grade
Teach or adapt
Discrepancy
Student Performance
Cues
Peer Inventory +
Time to go to science class
1. Enter science
class
Peer cues him to sit down, uses body to guide.
Not motivated, can’t hear well, doesn’t understand -
Knowledge of seating assignments
2. Find seat and
sit down
Student does adapted work of organizing materials for assignment; he receives praise for staying with the task.
Teacher giving instruction/ information
3. Listen to
teacher for 15
minutes

23. Adaptations
Curricular adaptations are changes permissible in educational environments which allow the student equal opportunity to obtain access, results, benefits and levels of achievement

24. Nine Types of Adaptations Substitute Curriculum
Size
Adapt the number of items that the learner is expected to learn or complete.
For example:
Reduce the number of social studies terms a learner must learn at any one time.
Time
Adapt the time allotted and allowed for learning, task completion, or testing..
For example:
Individualize a timeline for completing a task; pace learning differently (increase or decrease) for some learners.
Level of Support
Increase the amount of personal assistance with a specific learner.
For example:
Assign peer buddies, teaching assistants, peer tutors, or cross-age tutors.
Input
Adapt the way instruction is delivered to the learner.
For example:
Use different visual aids; plan more concrete examples; provide hands-on activities; place students in cooperative groups.
Difficulty
Adapt the skill level, problem type, or the rules on how the learner may approach the work.
For example:
Allow the use of a calculator to figure math problems; simplify task directions; change rules to accommodate learner needs.
Output
Adapt how the learner can respond to instruction.
For example:
Instead of answering questions in writing, allow a verbal response; use a communication book for some students. Allow students to show knowledge with hands-on materials.
Participation
Adapt the extent to which a learner is actively involved in the task..
For example:
In geography, have a student hold the globe, while others point out locations.
Alternate Goals
Adapt the goals or outcome expectations while using the same materials.
For example:
In social studies, expect one student to be able to locate just the states while others learn to locate capitals as well.
Substitute Curriculum
Provide different instruction and materials to meet a learner’s individual goals.
For example:
During a language test one student is learning computer skills in the computer lab.
Center for School & Community Integration, Institute for the Study of Developmental Disabilities, Indiana University, Bloomington, IN

25. (insures accessibility through Assistive Technology)
Adaptations Include:
Accommodations
Allow access to the current level of instruction in the classroom
Modifications
Changes are made to provide meaningful and productive learning experiences based on individual needs and abilities
(insures accessibility through Assistive Technology)
Adaptations are the umbrella term which include both accommodations, modifications, and providing access.

26. Accommodations
Some curricular adaptations do not fundamentally alter or lower standards or expectations in either the instructional or assessment phases of a course of study and can be designated “accommodations”

27. Modifications
Some adaptations do alter or lower standards or expectations and can be termed “modifications.” These modifications, although providing access, will necessitate careful selection of assessment components to achieve accountability for performance
Explain students are not expected to meet grade level standards – not diploma track.

28. Modifications another view. . .
Changes in the assessment that alter what the test is to measure or the comparability of scores. More broadly, sometimes this term is used as a synonym for adaptations made in the curriculum, presentation method or the environment to provide support for the student with disabilities.
Alan Gartner and Dorothy Kerzer Lipsky
Educational progress in mastering Curriculum
Physical and social access to a full array of IEP team-determined appropriate classrooms and peers
Individualized goals developed and measured
standard assessments with modifications (mild disabilities)
alternate assessments (moderate to severe disabilities)

29. Assistive Technology
Bridges the functional performance gap (motor, speech, hearing, vision) to enable students with disabilities to participate in the general education curriculum.
Low-tech accommodations such as picture schedules, books on tape, pencil grips, standard word processors, number lines and calculators are commonly used in classrooms throughout the District to help students in the areas of communication, reading, writing and computing tasks. For some students however, more sophisticated technology might be needed.

30. Communication supports through the use of Augmentative Alternative Communication (AAC) devices
Can support students in:
Initiating communication
Responding to and asking questions
Gaining information
Clarifying messages
Class participation
Discussion
Social interaction
Some students need software that can read print material aloud to them, scanned in from textbooks and other sources.
Students can control the size, spacing, text and background colors of the text presented.
Student can control the pitch, speed and sound of the “voice” that reads to them and determine whether the program reads word by word, sentences, whole paragraphs at a time, or not at all.
Sometimes, students need to hear what they are writing read aloud to them as they write, or they need to write using pictures instead of, or along with, words. Text-to-speech word processors provide that support, as well as built-in spell check and the ability to use pictures as writing prompts or to support the text.
Word prediction software “predicts” the word a student is trying to spell and uses a phonetic dictionary which makes the tasks of spelling and writing easier.
Some students have motor or perceptual issues and need specialized keyboards, switches or mice to perform any written work.
In Math there is software which can read problems aloud and help students align their work. Some also provide on-screen manipulatives to help students solve math problems correctly.
Typewriters
Portable keyboards
Word processors
On-screen keyboards
Hand held electronic spell checker
Word processing with spell check
Word prediction software
Text-to-speech software
Portable electronic dictionary/
thesaurus
Spell check/grammar check
Specialized software
word prediction
text-to-speech
picture symbols
graphic organizers
voice recognition
Yes/no responses
Leading, gesture, signing
Low Tech
Point, eye-gaze, or exchange:
Objects or cards
Picture/word boards
Picture/word wallets
Letter/word boards
Writing
Simple digitized speech devices
High Tech
Static Display speech generating devices
Dynamic Display speech generating devices
Text-to-Speech Devices or software
Voice amplification equipment

31. Functional Academic Skills
The challenge is to translate academic standards into functional life activities that have meaning to the learner with significant disabilities and that lead to greater independence and enhanced quality of life.

32. Label the activities, NOT students!

33. IEP Goal Matrix
The goal Matrix is built according to the student’s daily schedule, as a visual of when and how IEP goals and objectives can be embedded throughout the school day.

34. Morning business and review
Spelling
Reading
Recess
Math
Hand writing/ language arts
Lunch
P.E.
Literature
Social studies, science, health
When given one syllable A’ will distinguish between long and short vowel sounds. V
When given who / what / when / where / how questions A’ will respond.
A’ will solve problems and apply strategies to solve a wide variety of problems
When given addition/subtraction problems to 20, A’ will type the answers
A’ will type/write a paragraph using clear coherent sentences
After given verbal directions, A’ will begin his assignment
A’ will type 5 lines on his computer in minutes
A’ will walk with his walker 30 minutes every day

35. - Sequencing stages of development using 1-10 cards left-right;
Biology
Photography
Drama
American Democracy PE
Chemistry
When given cards numbered 1-10, A’ will put cards in correct order from left to right
- Counting Biology related objects using 1-10 cards while assisting the teacher to hand them out using a material list (picture+word+ quantity)
- Sequencing stages of development using 1-10 cards left-right;
- Counting Photography related objects using 1-10 cards while assisting the teacher to hand them out.
- Sequencing steps of activity before beginning using 1-10 cards with directions, from left-right, stating the different steps required;
- Using the classroom literature and curriculum, A’ will arrange pictures (peoples, buildings) according to the 1-10 cards from left-right (two people=2, the white house = 1, nu. of senators in the picture = 6)
- Counting Chemistry related objects using 1-10 cards while assisting the teacher to hand them out using a material list (picture+word+ quantity)
- Sequencing steps of experiment before beginning it using 1-10 cards with directions, from left-right, stating the different steps required;
Using pre-printed cards w/ significant times (written digitally) of the school day (e.g. class beginning and ends, lunch, etc.), A’ will identify the matching time on a digital clock or watch
- Before moving to the next class, A’ will check the time on a digital clock, and match it to the digital time card in his schedule, to see what his next class is.
- Using a digital timer, A’ will time the different stages in the dark room, according to the directions list prepared in advance.
- Using a digital timer, A’ will keep time for different sports activities and games (soccer, basketball), and have a whistle to signify time is out.
- Using a digital timer, A’ will time his experiments, programming the timer as the time card, handed to him by teacher.

36. example Planning within Instructional routines
When:
Typically, all students…
____ can show this by… (same or alternate form)
Supports _____ may require or that may enhance his/her performance:
Students take turns reading out loud:
Look at books/materials
Speak/Read out loud
Look at books/material
Point to communication displays or adapted text
Use text to voice synthesizer with scanned text
Play prerecorded text
Adapted text/materials (PixWriter, or simplified text with additional pictures)
Generic and predetermined messages
Pre selected text
UNH-Institute on Disability/UCED,2000

37. We are at the “Crux of the Matter”
We have collected the data
We have made the LDA.
We have the tools to differentiate.
Where do we go from here? Decision time!

38. Builds opportunities for shared interests with all students
Why should students with significant challenges be taught in the general education curriculum in the general education classroom?
Offers opportunities to learn valuable knowledge, skills, and dispositions
Builds opportunities for shared interests with all students
Opens up transitional opportunities
Supports meaningful social relationships
Research supports efficacy of general education classroom placement
IDEA ’97 requirements and intent
The G.E. curriculum offer opportunities to learn valuable knowledge, skills, and dispositions
Opportunities for developing shared interests with other students
Opportunities to develop adult interests and vocations
Opportunities to develop social relationships

39. Research
A meta-review of research on inclusive schooling practices found that students who are included in general education classes develop better communication skills, social skills, more authentic social relationships and learn more functional skills related to living and working in the real world when they are in general education classrooms.
(McGregor & Vogelsberg, 1998)

40. School * Work * Play * Community * Life
Think Inclusively!
School * Work * Play * Community * Life

41. FUNCTIONAL ECOLOGICAL ASSESSMENT
Student:________________________________________________________
Activity:_______________________________________________________
Peer Inventory
Cues
Student Performance
Discrepancy
Intervention strategies and/or adaptations
Teacher activities 1. 2. 3. 4. 5. 6.

42. example SUPPORT MATRIX IEP GOALS
Student____________________ Date________________
Class/Teacher______________ Grade_______________
Class Schedule
IEP GOALS
example

43. ACTIVITY PLANNER When: Typically, all students…
______ can show this by…
Supports______may require or that may enhance his/her performance:

44. Nine Types of Adaptations Substitute Curriculum
Size
Time
Level of Support
Input
Difficulty
Output
Participation
Alternate Goals
Substitute Curriculum
Center for School & Community Integration, Institute for the Study of Developmental Disabilities, Indiana University, Bloomington, IN