Collaboration in Teacher Education to Serve Diverse Learners

1. Collaboration in Teacher Education to Serve Diverse Learners The CSU Teacher Education Task Force Nancy Hunt, Ph.D., CSULA nhunt@calstatela.edu CSU Teacher Education Professional Development Conference March 9, 2007 San Francisco

3. For more information, contact: Nancy Hunt, Ph.D., California State University, Los Angeles nhunt@calstatela.edu

4. The CSU Teacher Education Task Force Michelle Cepello, CSU Chico Elva Duran, CSU Sacramento David Ellerd, Humboldt State Christopher Foster, CalStateTEACH Anne Graves, San Diego State University Marquita Grenot-Scheyer, CSU Long Beach Dana Grisham, CSU Center for the Advancement of Reading Josh Harrower, CSU Monterey Bay Nancy Hunt, CSU Los Angeles Rita Johnson, CSU Sacramento Chris Kolar, Cal Poly Pomona Carolyn Nelson, San Jose State University Melinda Pierson, CSU Fullerton Dana Powell, CSU Fresno Sue Sears, CSU Northridge Linda Smetana, CSU East Bay

5. Our work was supported by the Boeing Corporation. • Boeing’s Steven B. Chesser, Subject Matter Expert for Education, Boeing Global Corporate Citizenship, participated actively on the Task Force.

6. Today’s Participants: • Chris Foster, CalState TEACH • Marquita Grenot-Scheyer, Associate Dean of Education, Cal State Long Beach • Nancy Hunt, Cal State Los Angeles • Deborah Deutsch Smith, Claremont Graduate University, IRIS Center for Faculty Enhancement

7. Goals for the Student

8. The Framework of Support Keith Haring For Students with Special Needs

9. The Framework of Support Access to the Core Curriculum Social Integration Differentiated Teaching and Individualized Learning Instructional Materials and Technologies Assessment and Progress Monitoring Teaching Strategies Accommodations & Curricular Adaptations Assistive Technology The Student Goals: Means: Through:

10. Keith Haring In order for the framework to be effective, collaboration between general educators, special educators, and families must occur.

11. Old Concept: Mainstreaming

12. Assumption: The mainstreamed student was achieving at or near grade level.

13. Newer Concept: Inclusion

14. Assumption: The mainstreamed student was achieving at or near grade level.

15. Access to Core Curriculum Parallel: Mainstreaming Inclusion Exclusion Special Education General Education Title 1 EL GEN SPED SPED Legislation Education for All Handicapped Children Act (94-142), IDEA (P.L. 101-476), and reauthorizations Philosophical Perspective Normalization, Quality of Life, Strength Based, Partial Participation, Access to Core Curriculum, (Full)Participation in Core Curriculum and Standardized Testing Mary Dingle

16. Accommodations and Curricular Adaptations CSU TEACHER EDUCATION TASKFORCE Elva Duran, CSU Sacramento, Chris Foster, CalState TEACH, Rita Johnson, CSU Sacramento

17. Organization of Each Major Topic • Major Concepts • Discussion • Conclusion • Activities and Assignments • Resources • PowerPoint Slides • References

18. Accommodations and Curricular Adaptations • Major Concepts

19. An accommodation… • allows the student to complete the same assignment or test as other students, but with a change in the timing, formatting, setting, scheduling, response and/or presentation. • Examples: • A student who is blind takes a Braille version of a test • A student takes a test alone in a quiet room.

20. Accommodations are Tools and procedures that provide equal access to instruction and assessment for students with disabilities. Designed to "level the playing field" for students with disabilities.

21. Accommodations are generally grouped into the following categories:

22. Presentation (e.g., repeat directions, read aloud, use of larger bubbles on answer sheets, etc.) • Response (e.g., mark answers in book, use reference aids, point, use of computer, etc.) • Timing/Scheduling (e.g., extended time, frequent breaks, etc.) • Setting (e.g., study carrel, special lighting, separate room, etc.).

23. As an example…

24. College Board Accommodations Four categories: • Presentation • Responding • Timing • Setting

25. Presentation (College Board) • Large print (14 pt; 20 pt) • Fewer items on each page • Reader • Colored paper • Use of a highlighter • Sign/orally present instructions • Visual magnification (magnifier or magnifying machine) • Auditory amplification • Audiocassette • Colored overlays • Braille • Braille graphs • Braille device for written responses • Plastic covered pages of the test booklet

26. Responding (College Board) • Verbal; dictated to scribe • Tape recorder • Computer without spell check/grammar/cut & paste features • Record answers in test booklet • Large block answer sheet

27. Timing/Scheduling (College Board) • Frequent breaks • Extended time • Multiple day (may/may not include extra time) • Specified time of day

28. Setting (College Board) • Small group setting • Private room • Screens to block out distractions • Special lighting • Special acoustics • Adaptive/special furniture/tools • Alternative test site (with proctor present) • Preferential seating

29. Now for curricular modifications, also called adaptations…

30. A curricularmodification or adaptation… • is an adjustment to an assignment or test that changes the standard or what the test or assignment is supposed to measure. • Example: • Student completes an alternate assignment that is more easily achievable than the standard assignment. Source: School accommodations and modifications. Families and Advocates Partnership for Education (FAPE), October 31, 2001. (www.fape.org/)

31. “The goal of adaptations is to provide all students with the opportunity to participate to the maximum extent possible in typical activities of the classroom”. (Deschenes, Ebeling, & Sprague, 1994, p.13, in Bos & Vaughn, 2006).

32. When determining whether adaptations are necessary… • Consider: • Demands of the lesson • Skills of the learner

33. Mismatch? • Adaptations may be necessary

34. As an example…

35. Curriculum and Activities 10th grade text Read chapter Answer comprehension questions Take short answer test Choose extension activity- poster, newspaper article, illustration of content Myra’s performance Reads at 5th grade level Average intelligence, understands grade level material Writes slowly, poor speller, but content is understandable Loves to draw Myra

36. Discrepancies Reading level Writing Skills for comprehension questions, test and extension activities Instructional Solution ?????? Myra

37. Develop an instructional solution How do I do that? • Here’s a hint…. • Accommodations and Modifications • Involving the environment • Involving instruction- input and output • Involving materials • Involving student performance

38. Accommodations and Modifications Curricular Instructional Ecological Instructional Stimulus (input) Student Response (output) Where When With Who Supplementary Simplified Alternative Janney and Snell via Mary Dingle

39. Ecological • Who- change the people • Use different teacher for particular subject • Reduce student to teacher ratio • Change the number of peers with whom the student is grouped with • Provide more intensive adult or peer assistance • When- Change the schedule • Provide additional breaks • Find opportunities for student to spend time with preferred adults or peers • Give tests at certain time • Where-change the place • Provide access for privacy • Place student’s desk in a strategic place

40. Instructional • Adapting the Student Response or Output • Level of difficulty or amount • Modality • Format/Materials • Adapting the Instructional Stimulus or Input • Level of difficulty or amount • Modality • Format/materials

41. Curricular • Traditional vs. Special Ed Curriculum • Supplementary Curriculum • Basic skills- reading, writing, math • Skills that are applied across the day • Social skills, study skills, learning strategies • Simplified Curriculum • Teaching simplified objectives • Emphasizing fewer skills and concepts • Alternative • Functional Skills (domestic, vocational, academic recreation and leisure, self management) • Partial participation

42. . 1. Can the student participate in the same way as all other students? YES = stop here NO= go on to question #2 2. Which of the following supports and or modifications (one or more) are necessary for the student’s full participation in the activity? Modifications of Materials 1. Adding Materials 2. Adapting Materials 3. Substituting Materials Ecological Modifications 1. Where 2. When 3. With Who Modifications of Expectations 1. Demonstration of Learning 2. Quality of Work 3. Priority of Goals 4. Alternate Curriculum Addition of Supports 1. Peer Support 2. Adult Support

43. Myra Can she participate the same way as her other peers? If not, what support does she need? • Ecological (environmental) support (where or when)? • Peer or adult support? • Modifications of materials (supplemental, simplified, alternative)? • Modifications of expectations (demonstration of learning, quantity of work, priority of goals, alternative curriculum)?

44. Thanks to Mary Dingle, Ph.D., Sonoma State University, for the slides illustrating curricular adaptations.

45. We believe that differentiating instruction in the manner represented by our work will help teachers become better teachers of ALL students.

46. Take as an example • Universal Design in architecture

47. Curb cuts…

49. ramps