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Planning Instruction by Analyzing Classroom and Student Needs

Planning Instruction by Analyzing Classroom and Student Needs. Chapter 5 Including Students with Special Needs. The INCLUDE Strategy. Student performance is the result of an interaction between the student and the instructional environment

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Planning Instruction by Analyzing Classroom and Student Needs

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  1. Planning Instruction by Analyzing Classroom and Student Needs Chapter 5 Including Students with Special Needs

  2. The INCLUDE Strategy • Student performance is the result of an interaction between the student and the instructional environment • Carefully examining and analyzing students’ learning needs and the specific demands of the classroom environment, teachers can reasonably accommodate most students with special needs in the classroom.

  3. The INCLUDE Strategy • Identify classroom demands • Note student learning strengths and needs • Check for potential areas of student success • Look for potential problem areas • Use information to brainstorm adaptations • Decide which adaptations to use • Evaluate strategy effectiveness

  4. Step 1: Identify Classroom Demands • Classroom organization • Physical organization • Classroom routines • Classroom climate • Classroom rules and monitoring • Use of time • Classroom grouping • Whole • Small • One-to-one

  5. Step 1: Identify Classroom • Instructional materials • Textbooks • Manipulatives and models • Computers • Assistive technology • Instructional methods • Direct instruction • Indirect instruction (inquiry learning) • Scaffolding • Independent student practice (homework) • Evaluation of student performance

  6. Step 2: Note Student Learning Strengths and Needs • Academics • Social-emotional development • Physical development

  7. Step 3: Check for Potential Areas of Student Success • Analyze student strengths • Success enhances self-image and motivation

  8. Step 4: Look for Potential Problem Areas • Review learning needs within a particular instructional context and potential mismatches are identified

  9. Step 5: Use Information to Brainstorm Adaptations • Accommodations (stays the same) • Services or supports provided to help students gain full access to class content and instruction. • Modifications (changes) • Made when the content expectations are altered and the performance outcomes expected of students change.

  10. Step 6: Decide Which Adaptations to Implement • Select age appropriate adaptations • Select the easiest adaptations first • Select adaptations you agree with • Select adaptations with demonstrated effectiveness

  11. Step 7: Evaluate Student Progress • Evaluate strategy effectiveness • Track through: • Grades • Observations • Analysis of student work • Portfolios • Performance assessments • Teacher, parent, student ratings

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