Accommodations, Modifications and Strategies in an Inclusive Science Classroom

1. Accommodations, Modifications and Strategies in an Inclusive Science Classroom

2. Goals • To understand several accommodations, modifications, and strategies for improving hands on learning for diverse learners. • To understand strategies used for teaching hands on inquiry science in an inclusive Grade 4 classroom.

3. Guiding Principles • Science is for all learners. All children can learn science given the opportunity and conditions for successful learning. • Learning science is an active process. Learning science is hands on and minds on. *Source: National Science Education Standards. “Principles and Definitions.” pp. 19-23.

4. Relationship to RIPTS • Standard 3: How Children Learn and Develop • Standard 4: Respect for Diversity * Link to Rhode Island Professional Teaching Standards.

5. Bass, Contant, and Carin Text • See Chapter 10, Science for ALL Learners

6. “Kevin is so engaged while investigating the mock rocks. It’s remarkable! He’s usually not so focused.” - Resource teacher overheard talking to the general education teacher about her SPED student performance in the inclusive science classroom.

7. Turn and Talk1. What is a “diverse learner?”2. What are the types of diverse learners you are teaching during this practicum?3. What accommodations, modifications, and strategies are you and your SPED Resource Teachers including in your science planning and teaching?

8. What are Learning Differences? • Multiple Intelligences • Learning Styles (tactile; visual; auditory; multi-sensory) • Students with Individual/504 Education Plans • Dyslexia, autism, developmentally delayed • Emotional or behavioral impairments (e.g., depression, fears) • Sensory Impairment (e.g., deaf, blind, deaf-blind) • Neurologic Impairment (e.g., use of memory) • Health (e.g., ADHD, leukemia) • Physical impairments (e.g., cerebral palsy, Congenital anomaly) • Gifted (creative and academically talented) • English language barriers (ESL/ELL) • Cultural • General lack of interest or engagement

9. What isUniversal Design for Learning? UDL is a blueprint for creating flexible goals, methods, materials, and assessments that accommodate learner differences. http://www.cast.org/research/udl/index.html

10. UDL Origins and Definition

11. UDL Origins and Definition • Drawbacks of Retrofitting • Each retrofit solves only one local problem • Retrofitting can be costly • Many retrofits are UGLY!

12. UDL Origins and Definition • Architect, Ron Mace • “Consider the needs of the broadest possible range of users from the beginning”

13. UDL Origins and Definition Accessible design improves access for everyone, not only those individuals from whom each affordance is made.

14. Accommodations The support that special needs students require to successfully demonstrate learning. Accommodations should not change expectations to the curriculum grade levels. Examples: Extra time Preferred seating Taped books Flexible grouping

15. Modifications Changes made to curriculum expectations in order to meet the needs of the student. Modifications are made when the expectations are beyond the students level of ability. Examples: - Include student in same activity but individualize expectations and materials. - Include student in same unit but provide different task and expectations.

16. Strategies Skills or techniques used to assist in learning. They are individualized to suit the student’s learning style and developmental level: Examples: Hands on, multi-sensory approach; activity-based Visual cues – Color coding Graphic organizers Word Walls Multi-media presentations Scaffolding Science writing prompts

17. Lesson 3- UV Light InvestigationSound and Light Energy Unit • Selected and modified a lesson developed by East Bay Educational Collaborative to include a scientist notebook. • Aligned with NECAP and RI GSE in Science - Physical Science Domain PS 2 5b predicting, describing, and investigating how light rays are reflected, refracted, or absorbed.

18. UV Light Lesson Planning: Profile of All Learners SOME students may need: • Support with inductive reasoning; to follow multi-step directions; support in reading/understanding vocabulary; support in prioritizing information, organizing it, and support in attending to all data points MOST students may need: • Guidance about steps to follow; Strategies to structure data collected; occasional re-direction to task at-hand; help with supporting claims with evidence and formulating conclusions. ALL students may need: • Initial direction about the set of tasks to be completed; introduction to the science activity/unit; reminders of cooperative group roles/functions

19. UV Light Lesson: Several Accommodations and Modifications • Hands-on, Multi-Sensory Approach • Flexible grouping • Scaffolding strategies: • Same style notebook • Use of selected response and fill-in-the blank • Word banks (glossary in notebook and word walls)

20. Modifications: Pyramid Planning What some students will know and be able to do What most students will know and be able to do What ALL students will know and be able to do

21. UV Light Lesson:Modifying Learning Outcomes for Some IEP Learners • Modified Learning Outcomes: • Students will follow step-by-step procedure and observe/record data in notebooks. • Students will not be expected to formulate claims and evidence independently.

22. Task for Small Group WorkExamine scientist notebooks from different learners. What accommodations, modifications, and strategies do you notice?

23. Code for Scientist Notebooks IEP Student HighIEP Student Low504 StudentGeneral Ed Student - MiddleGeneral Ed Student - High