Identifying special needs students  Language patterns are unique to the student and not similar to others at the same grade level  Student demonstrates limited vocabulary even when there are rich language opportunities in the native language  Student has problems finding the right words to express themselves  Deficits in expressive and receptive language impede communication  Student shows difficulty in using and interpreting non-verbal language, often leading to social problems

Response to Intervention (RTI)  Tier 1 (all students)  Core classroom instruction of high quality  Tier 2 (20% - 30% of students)  Add strategic intervention  Tier 3 (5 – 10% of students)  Add intensive, individual intervention

Response to Intervention (RTI)  Tier 1 (all students)  Core classroom instruction of high quality  Tier 1 interventions  Extra help if needed  Specialized materials  Small group instruction  Family involvement  Explicit teaching of learning strategies  Modification of instruction  After-school or weekend programs

Response to Intervention (RTI)  Tier 2 (20 – 30% of students)  Core classroom instruction of high quality  Add Tier 1 interventions plus  Add Tier 2 strategic intervention  Small group – classroom-based reading intervention  Focused and targeted instruction  Explicit reading instruction with focus on oral language, vocabulary, interaction, pronunciation, comprehension strategies

Students with Special Needs  Focus students’ attention  Limit visual stimulus – keep classroom visually clear  Use repetition  Students will remember more if information is repeated frequently  Allow extra time for students to answer  Ask a question, give student time to think, tell student you will return later for answer

Students with Special Needs  Be sensitive to high levels of frustration  Keep learning environment structured, scaffold instruction  Give students many opportunities to succeed  Differentiate the curriculum  Number of items student must complete  Increase amount of personal assistance  Provide different materials  Give more time for learning, task completion, or testing

What else?  What have you found to be successful in helping special needs students?

Differentiating Instruction  When planning tasks, consider  Structure of task  Degree of difficulty required  Grouping configurations  e.g. strong with strong or strong with weaker?  Type of feedback you will provide  Expectations of student achievement

Differentiating Instruction  Create opportunities for guided practice  Make use of manipulatives and movement

Hands on practice with manipulatives  Practice a short, meaningful amount  Make sure students must make an intense effort to learn  When practicing new material, do it frequently and a lot  When practicing older material, less frequently and intensely. Space out the practice times.  Give specific feedback on knowledge of rsults