ldc & students with disabilities
Post on 20-Feb-2016
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LDC & Students with DisabilitiesSt. Bernard Parish Public Schools
Alison GrosLiteracy Intervention and Data Specialist
Kristi WilhelmusInstructional Coach
Michelle O’Neill3rd Grade Teacher
What does Special Education Look Like?
Different types of learning Varying needs of individual
students Scaffolding Student contributions Time needed to intellectually
engage Choice
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› 1c Setting Instructional Outcomes- All outcomes represent rigorous and
important learning in the discipline. The outcomes are clear, written in the form of student learning, and permit viable methods of assessment. Outcomes reflect several different types of learning and, where appropriate, represent opportunities for both coordination and integration. Outcomes take into account the varying needs of individual students.
Compass
› 3c Engaging Students in Learning Virtually all students are intellectually engaged in
challenging content, through well designed learning tasks, and suitable scaffolding by the teacher, and fully aligned with the instructional outcomes. In addition, there is evidence of some student initiation of inquiry, and student contributions to the exploration of important content. The pacing of the lesson provides students the time needed to intellectually engage with and reflect upon their learning, and to consolidate their understanding. Students may have some choice in how they complete tasks and may serve as resources for one another.
Compass
How are we going to do that?
Ability to identify: How can I make this
student with this disability successful at LDC?
A Framework Back mapping Scaffolding Adapting Choosing
“LDC lends itself to special needs students. It’s breaking apart one gigantic task into smaller
reasonable pieces, and that’s what my students need.”
Alicia Comeaux5th grade inclusion teacher
Utilizing Module Creator
Oh, that’s what that is for!
Alison’s Access for
AllChecklist
Most Frequent Mini-tasks
1. Task Analysis2. Active Reading3. Note-taking4. Socratic Seminar5. Development
Task Analysis The ability to understand and explain
the task’s prompt and rubric.
Active Reading Ability to identify the central point and
main supporting elements of a text.
Note-Taking Ability to read purposefully and select
relevant information; to summarize and/or paraphrase.
Socratic Seminar Ability to discuss complex texts with
classmates in order to uncover both explicit and implicit meaning.
Development Ability to construct an initial draft with
an emerging line of thought and structure.
Ability to apply strategies for developing and understanding a text by locating words and phrases that identify key concepts and facts or information.
Essential Vocabulary— Your Turn
Reflection What are my first steps in getting all
teachers to plan with ALL students in mind?
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