the inclusive classroom: strategies for effective differentiated instruction, 5th ed., margo a....

The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.1

The Inclusive Classroom: Strategies for Effective Differentiated InstructionBy

Margo A. MastropieriThomas E. Scruggs

Blanche Jackson Glimps, Contributor

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Science and Social Studies, and Transitions

Chapter 16



Objectives Describe and apply strategies for adapting

textbook/content-oriented approaches in science and social studies.

Identify criteria for selecting and adopting textbooks for your class or school district.

Evaluate and implement strategy instruction for using content-area textbooks.

Describe and evaluate methods for adapting textbook materials to accommodate diverse learners in the classroom

Discuss considerations and adaptations to science activities and ways to make appropriate adaptations for teaching process skills.


Objectives (cont.) Provide methods and strategies for adapting activities in

specific science content areas.

Describe and apply methods for adapting social studies instruction for students with special needs.

Discuss ways for adapting inquiry-oriented approaches in science and social studies.

Identify the meaning of transition and the purpose of planning and designing transition programs for students with disabilities.

Gain understanding of the significance of teaching self-advocacy and self-determination skills toward promoting assertiveness and advocacy.

Understand the importance of planning and transition for graduation, future education, job opportunities, and independent living.

Types of Adaptations Adaptations for students with special needs must

reflect the approach to instruction being used in the class Textbook-oriented

Content–oriented Students are taught and learn content

information about science and social studies Adaptations may focus on teacher presentations

and student independent learning from textbooks Activities-oriented

Students undertake specific projects, experiments, or other activities to enhance their understanding of the subject

Adaptations may focus on physical activities as well as reading and writing requirements


Inquiry-Based Learning

Using a textbook-oriented or activities-oriented approach, teachers may emphasize an inquiry-based model of learning Students use their knowledge or

experiences to invent, discover, or construct new knowledge

Adaptations may focus on supports or enhancements to promote the thinking and reasoning process


Adapting Science and Social Studies Instruction Use effective teaching strategies

Organize content around “big ideas” Highlight important information Actively model excitement Speak clearly Repeat unfamiliar vocabulary Provide multiple instances of new concepts Use mnemonics Promote the use of systematic note-taking


Effective Teaching Strategies

Provide content enhancement strategies Incorporate effective instructional design and

graphic organizers SMARTER (selecting important content, mapping

the organization of the content, analyzing learning problems, reaching decisions about enhancement, teaching according to decisions, evaluating, and reteaching based upon the evaluation)

Use lesson organizer and concept mastery routines


Lesson Organizer Routines

Visual advanced organizer frame to organize a lesson so students can see the main ideas and how they relate to each other and prior knowledge Introduce the topic Change difficult vocabulary to familiar Teach students relationships between concepts Identify appropriate strategies for learning Graphically demonstrate relationships of

lessons to unit Graphically display organization of content Provide self-testing questions


Concept Mastery Routine Addresses teaching of difficult concepts Developed interactively with students as they

share ideas, knowledge, and questions Designed around a concept diagram, a visual

devise that includes: Concept name Class or category of concept Important information associated with concept Instances and non-instances of concept Blank space for additions to diagram Concept definition


Effective Teaching Strategies

Use Mnemonic strategies Keyword, pegword, and letter strategies can be

useful Use with the most important content that

students have the most difficulty remembering Modify worksheet activities

Reduce amount of reading and writing, while covering the same major concepts

Use differentiated instruction


Promoting Independent Learning from Textbooks

Science and Social Studies textbooks are complex, with high readability levels and many formats, and introduce a significant number of new vocabulary

Criteria for selecting textbooks that promote comprehension Readability Language Vocabulary Organization Illustrations and diagrams


Teach Study Skills Strategies

Students with special needs may require explicit instruction in the use of strategies such as: How to predict text structures How to highlight or outline essential information How to use text enhancements such as lesson

organizers, spatial organizers, illustrations, charts, graphs, and diagrams

Organizational and study skills Reading comprehension strategies


Text Organization

Familiarize students with text organization Overall parts of the text Organizational system of text Specific features within chapters or units Features associated with supplemental materials

The use of text structures How to identify essential information in

content texts Highlighting and outlining

Introduce study guides


Learning Strategies Teach learning strategies

Should be implemented slowly over time Goal for students to become independent at implementing

strategies in their own studying

Multipass A useful learning strategy for reading science and social

studies textbooks Similar to SQ3R (survey, question, read, recite, and review) Students are taught to review textbook reading materials

three times to: “survey” -familiarize themselves with chapter’s organization “size up” -identify highlighted information, read questions at

the end of the chapter, skim text to find answers to questions, paraphrase answers, and

“sort out” -test themselves on the information in the chapter


IT FITS Strategy

Helps students remember important information from science textbooks Identify the term Tell the definition of the term Find a keyword Imagine the definition doing something with the

keyword Think about the definition doing something with

the keyword Study what you imagined until you know the

definition


TRAVEL Strategy Taught to students to develop cognitive organizers

to improve comprehension and recall Topic: Write down the topic and circle it Read: Read a paragraph Ask: Ask what the main idea and three details

are and write them down Verify: Verify the main idea by circling it and

linking its details Examine: Examine the next paragraph and Ask

and Verify again Link: When finished with the story, link all circles


Self-Monitoring Strategies

Use as students encounter headings and subheadings in content textbooks Turn to the heading and ask “Can I

answer the question?” If the answer is no, find the answer by Rereading the text Checking their vocabulary understanding Examining illustrations, tables, or figures Writing down questions to ask the teacher


Adapting Textbook Materials Promote prereading and postreading

strategies Prereading

Explain the purpose of the assignment Provide organizers Construct timelines Present difficult concepts/vocabulary before

reading independently Postreading

Provide additional assistance to ensure mastery


Adaptations for Students with Visual Impairments or Severe

Reading Problems Written texts available in alternative

formats Taped versions, computerized versions

containing audio components, larger print versions, or Braille

The Kurzweil Reader for reading and interacting with the text

Use classwide peer tutoring Can be an excellent way for all students to gain

extra practice on the most important content Can be used with a variety of subject areas


Differentiated Curriculum

Enhancements All students proceed through the same materials, implemented differently depending on learner needs Allows for differentiation without providing

qualitatively different materials for different students

Create activities of different difficulty levels Use tutoring pairs Use game-like formats on two levels Choose a variety of reading materialsThe Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.21

Adapting Activities-Oriented

Approaches Rely on the execution of various activities and projects to develop conceptual understanding

Advantages De-emphasize vocabulary learning and learning

dependent on the reading of textbooks Areas of relative difficulty for many students with

special needs Provide direct interaction with concrete,

meaningful materials Areas of relative strength for many students with

special needs


Activities-Oriented Approaches

Disadvantage Difficulty adjusting to the less-

structured atmosphere Some students may exhibit difficulty

with the inductive thinking often associated with such instruction

Students with special needs may require adaptations and support when undertaking this approach


Adapting Science Activities Develop general laboratory procedures and

precautions List rules Ensure safety Give clear directions Enhance stimulus value

e.g., closed circuit television to ensure that students with vision problems can see all phenomena being observed in labs

Use video recordings to reinforce relevance concepts and provide redundancy

Prepare for spills


Adaptations for Lab Skills

Measuring and pouring Obtain adaptive equipment

Balancing and weighing Obtain simpler and larger scales and

balances Charting/graphing and recording data

Prefamiliarize students with various types of charts and graphs (graph paper, bar charts, histograms)


Adapting Life Science Activities

Adapt plant growth and development activities

Adapt activities involving animals Adapt anatomy activities Adapt microscope activities Consider health issues Students who have asthma or serious

allergies Health needs of all students


Adapting Earth and Physical Sciences

Earth Science Adapt weather activities Adapt rocks and mineral activities

Physical Science Adapt physics of sound activities Adapt magnetism and electricity activities Adapt force and motion activities Adapt powders, mixtures, and solutions activities


Social Studies Adaptations General recommendations

Supplement textbook-based instruction Use a variety of resources for viewing and

other interactions Plan disability awareness issues as a

component of the social studies curriculum Make adaptations for specific social studies

activities Use multimedia for presentations and

project-based activities Use a variety of structured role-play

activities, simulations, and manipulative materials to reinforce important concepts

Make adaptations for special needs for field tripsThe Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.28

Field Trips Call facility in advance Inform staff of any special needs students may

have Students with visual impairments may require

modifications or adaptations in lighting, printed materials, seating arrangements

Considerations for students with hearing impairments may include seating, distance from the speaker, interpreters

Students with cognitive or intellectual impairments may need preparation for trip, onsite support of paraprofessionals or peers

Students with attention disorders may need assistance focusing on relevant exhibits


Inquiry Learning in Science and Social

Studies Involves the presentation of questions and problems to students with less direct guidance during the problem solution stages

Can also be a significant component of activities-oriented and textbook-based learning

Promotes critical thinking skills and increased content knowledge


Adapting Inquiry Learning

Activities Promote active thinking with inquiry and debate Use cooperative groups

Promote reasoning with guided questioning Help students actively reason through new

information Adapt instruction for developmental

differences Some students may have more difficulty with

inductive reasoning tasks Promote deductive reasoning as well as inductive

reasoningThe Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.31

Transitions

Transitions are natural passages in life that happen continually as we move to new schools, jobs, and organizations

Students with special needs often have more difficulty adjusting to transitions

Planning for transitions by making instructional accommodations can promote smoother and more successful transitions for students with disabilities


Planning for Transition

The process of planning for changes throughout a student’s life

Transition programs help prepare students for changes from grade to grade and from high school to life after high school

May include: career and technical education, and directions to manage employment, supported living, or independent living arrangements

Transitions, while exciting and challenging, can be traumatic events


IDEA and Transition Services

Defined as coordinating services for students that promote the change from school to post-school

Based on student preferences, interests, and abilities

Includes instruction, experience in the community, and development of employment, postsecondary, daily living, and vocational objectives

Prepares students for the expected changes in their lives


Promoting Transitions Preparatory actions can be undertaken to

help ease transitions, including: Establishing a transition timeline Preparing all individuals Establishing communication procedures Allowing time to explore the new setting Reviewing new procedures and explaining what

the student can expect in the new environment Preparing new teachers and students for the

new student Scheduling follow-up evaluation times


Transitions to Adulthood

ITP (individual transition plans) required when student reaches the age of 14

Planning and instruction includes: Self-advocacy and self-determination skills Planning for future education Planning for future employment objectives Preparing for independent living situations


Self- Advocacy andSelf-Determination

Self-advocacy- being able to speak for oneself

Self-determination- right to participate in decisions and influence one’s own future

Both refer to the attitudes and abilities students need to make choices and decisions about their lives and to assume greater responsibility for their quality of life


Self- Advocacy

Knowing legal rights and responsibilities Requesting accommodations Requesting assistance from doctors and

social security offices Having job-related social skills Thinking about and planning for the future Making informed choices Seeking assistance when necessary


Conceptual Framework for Self-Advocacy

All components lead to an overall sense of self-advocacy

1. Knowledge of self (e.g., strengths, support needs, goals)

2. Knowledge of rights (e.g., personal rights, educational rights, steps to advocate for change)

3. Communication (e.g., assertiveness, negotiation, compromise)

4. Leadership (e.g., knowledge of group’s rights, political action)


Strategies for Transitions PLAN

Provide the inventory to teachers Listen and respond to the comments Ask relevant questions Name your goals

SHARE Sit up straight Have a nice tone of voice Activate your thinking Relax and remain calm Engage in eye contact


Teach Assertiveness Skills Many students need explicit instruction in

how to request assistance, ask for clarification, and negotiate changes

Provide instruction and role-play situations for practice

Provide opportunities to practice generalizing the skills in a variety of settings

Encourage students to explain their learning needs to others


Transition

Promote transitions with assessment Collect information on students from all

available sources Use current IEPs, school permanent records,

school guidance counselor, formal/informal interviews, transition planning and occupational surveys

Compile and evaluate information for ITP recommendations

Implement transition curriculum Life skills and life-centered career objective


Graduation Many states are requiring more demanding coursework

and passing state competency tests for graduation Some students with disabilities are finding it difficult to

pass these courses even with modifications More basic and career-oriented courses are being

phased out Determine whether a substitute course could be

included on the IEP that would count toward the diploma

State policies toward awarding diplomas vary Differentiated, tiered, or advanced diplomas IDEA allows students with disabilities to continue

schooling until age 22


Transitioning for the Future

Plan for future education Provide additional assistance to students to

encourage them to pursue further education

Plan for future employment opportunities Provide opportunities to discuss future job options Relate course content to employment options and

opportunities

Plan for independent living situations Provide information on selecting, managing, and

maintaining a home


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