E
English | 10-12
Strategies for Differentiation: Students with Disabilities
Instructional activities
and purpose
Listening
Improve ability to
comprehend and analyze
information by listening.
Speaking
Improve ability to
effectively and
appropriately use verbal
language to engage in
discussions, defend point
of view, plan and deliver
Source: edCount, LLC
Differentiation for students who benefit from:
Different ways of interacting with
Different ways of presenting
Different ways to engage in the
the education and demonstrate
concepts and tasks
learning process
understanding
 Provide recorded texts and quizzes  Answer questions using
 Use topics that are of interest to
for students to practice listening
communication system.
the student.
and answering questions.
 Work in a group or with a partner  Praise student for asking and
 Read poetry to help students
asking and answering questions
answering questions.
reinforce how language sounds.
about a current event or book
 Give the student a choice of
(e.g., news article or class book)
 Use motions, gestures, and facial
topics.
and
using
appropriate
nonverbal
expressions to communicate.
 Ensure that any hearing assistive
feedback.
 Ask questions about read aloud
devices are in proper working
 Listen to English movies and TV
text.
order.
shows and summarize.
 Prompt students for more detail
 Allow student to choose who to
 After listening to a topic, sort
and interaction between
work with.
accompanying
pictures
to
classify
students.
 Provide frequent and specific
them according to the text.
 Pair simple verbal directions with
feedback to the student on
pictures that will cue directions
performance.
and gradually fade pictures.
 Model appropriate nonverbal
feedback for students.
 Hold a Q&A session about careers
with students by first preteaching common career
vocabulary.
 Pair or replace an academic
 Tell personal experience by first
 Allow student to use computer
language word with a social
telling it in Spanish and then in
program or tablet app.
language word to aid in
English with help from the teacher.  Allow student to choose who to
understanding and building new
 Participate in a mock interview
work with.
vocabulary.
after pre-reading the questions
 Allow student to choose topics
 Have students recount personal
that will be asked.
and partners.
story with a variety of supports.
 Role play with a partner and within  Allow preferred seating (e.g.,
 As reading, ask students questions
a small group conversations
exercise ball, on floor, or by
1
E
English | 10-12
Strategies for Differentiation: Students with Disabilities
Instructional activities
and purpose
oral presentations.
Reading
Improve ability to read
with understanding,
analyze, interpret , and
make logical inferences
from content. Improve
ability to evaluate the
author’s argument and to
Source: edCount, LLC
Differentiation for students who benefit from:
Different ways of interacting with
Different ways of presenting
Different ways to engage in the
the education and demonstrate
concepts and tasks
learning process
understanding
and probe for more detail
appropriate for different situations
teacher)
information.
(e.g., discussing a movie, a work
 Provide textured materials, balls
meeting) using cards with
 Model conversational skills (e.g.,
of different size, bean bags and
examples of each register of
turn taking, adding relevant
other manipulatives that can use
language.
information to the conversation).
senses.
 Have students present their view  Allow the student to respond to
 Complete a monitoring and selfquestions or discussion first in
points on certain topics and
evaluation chart.
Spanish and then repeat in English
support them in stating their
with support as needed.
stance by asking follow up
questions.
 Practice listening to and repeating
recorded phrases.
 Provide practice with speaking in
different tenses.
 Use AAC to select the correct
overlay to communicate
 Provide a work of art and have
information appropriately given
students describe it.
the situation.
 Record speaking and listen to self
evaluate pronunciation.
 Give directions for completing a
task to younger students in the
school.
 Pre-teach vocabulary using visuals.  Use translation software.
 Use student’s schedule to
prepare for activity.
 Provide reading material at varying  Circle the author’s argument and
levels of difficulty.
underline evidence the author
 Allow student to choose reading
presents.
material.
 Stop at various points while
reading a text and ask questions to  Use sentence frames (e.g., I came  Ensure proper seating so that the
help the student understand the
to the conclusion that _______
student’s hips, knees, and feet
author’s argument (e.g., What
because _________.).
are at a 90 degree angle except
does the author think about using  Cover up an unknown word and
when student has limited range
solar power?).
of motion.
substitute a similar word in
2
E
English | 10-12
Strategies for Differentiation: Students with Disabilities
Instructional activities
and purpose
compare and contrast
authors’ point of view on
similar topics.
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Source: edCount, LLC
Differentiation for students who benefit from:
Different ways of interacting with
Different ways of presenting
Different ways to engage in the
the education and demonstrate
concepts and tasks
learning process
understanding
Spanish to clarify meaning of the
Read clearly and slowly.
 Reduce distractions.
English
word.
Pair words with pictures.
 Provide age appropriate
 Use choices as a way to answer
materials.
Use Cloze activities along with
questions.
word banks to have students
 Place pictures or picture symbols
answer questions about the text.  Read the questions regarding
of characters and events on a
main idea, theme, inference, etc.
sheet as they hear them while
Teach rhetorical forms (e.g.,
before
reading.
listening to a story.
example, definition, cause-and  Given the theme or main idea of a  Use favorite color marker to
effect).
text, illustrate events/details that
highlight key words.
Provide students with key words
show how the theme or main idea
from the text and have them put
emerges.
a checkmark next to a word (or

Match rhetorical forms to
phrase) when they hear it. The
examples.
words or phrases with the most
checks will indicate the main
 Allow student to check with a
idea.
partner before answering or
commenting.
Provide graphic organizers for
theme, summarizing, etc.
 Use a list of vocabulary words or
information to look for as reading
the text.
 Number a set of pictures or
phrases that would summarize
events in a story.
 Write simple sentences to answer
questions, then go back and add
additional details.
 With eyes closed, form a mental
picture while listening to the text
being read.
 Use marking strategies to
3
E
English | 10-12
Strategies for Differentiation: Students with Disabilities
Instructional activities
and purpose
Writing
Improve ability to write
effectively for the
purposes of supporting
point of view, provide
information, and conduct
research.
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Source: edCount, LLC
Differentiation for students who benefit from:
Different ways of interacting with
Different ways of presenting
Different ways to engage in the
the education and demonstrate
concepts and tasks
learning process
understanding
comprehend what is read (e.g.,
underlining keywords, marking
details that support main ideas,
using sticky notes to add
questions).
Provide step by step directions.
 Separate the physical act of
 Allow student to choose what to
writing from the development of
write about.
Model each step of the writing
ideas:
process.
 Use a visual timer to establish
 When trouble with writing
work time and break time.
Provide and model graphic
provide the student with a
organizers for specific writing
 Allow student to listen to music
pencil grip, a thick pencil, or a
(e.g., argumentative,
while working.
triangular
pencil;
place
work
compare/contrast, process).
 Use computer or tablet to write.
on a slant board for better
Model how to write an
 Have student bring in preferred
viewing of work and placement
informational writing piece.
pictures and objects to write
of writing utensil.
Provide links to research sites
about.
 Use graphic organizers with
that are easy to read.
 Use age appropriate materials.
Spanish labels paired with English
Provide models of research and
to plan writing.
steps in the process.

Provide picture/word banks to
Provide writing prompts at a
complete assignments.
lower readability level.

Allow student to dictate his/her
Use visuals to clearly
writing.
communicate the purpose for
 Add detail after hearing back
writing.
what was written.
Provide students with sentence
 Use sequenced pictures to write.
starters.
 Read and complete sentence
Model correct grammar.
starters collaboratively with a
peer.
 Use a simple diagram to make
4
E
English | 10-12
Strategies for Differentiation: Students with Disabilities
Instructional activities
and purpose
Language

Improve ability to use
English grammar,
conventions, vocabulary,
and figurative language.
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Source: edCount, LLC
Differentiation for students who benefit from:
Different ways of interacting with
Different ways of presenting
Different ways to engage in the
the education and demonstrate
concepts and tasks
learning process
understanding
inferences (e.g., what you read +
what you already know = making
inferences).
 Use a writing frame, a structured
page that provides questions and
a place to respond.
 Use a checklist for the various
stages of writing.
 Use assistive technology to write
(e.g., speech to text software,
adapted keyboard, word
prediction software, eye gaze
system).
Provide students with examples
 Sort examples and non-examples  Display language goals for
and non-examples of correct
appropriately.
student to see.
grammar, word use, and
 Listen to or watch movie clips of  Shorten the length of required
punctuation (e.g., The tree rose
figurative language and
work time.
majestically into the sky.; ?Tree
determine the meaning given the  Use positive behavior supports.
raised the sky?)
context.
 Reinforce for continuing to
Demonstrate figurative language  Use voice output translation
work.
by showing literal meaning vs.
software to confirm
 Provide a chart to record each
intended meaning.
pronunciation of words.
new skill learned.
Use pictures and actions to teach  Recite poetry and songs using
 Allow student to choose a
multiple meaning words (e.g.,
correct pronunciation and
partner.
get, wind, read, run).
intonation.
 Sort words with a model for
Ask focused questions to assess
 Use provided multiple meaning
each category that is something
students’ understanding of new
words to create sentences that
highly motivating to the student
words and phrases used in
use each word in two different
(e.g., favorite food singular and
context.
ways (e.g., I have to get up so I
favorite food plural).
5
E
English | 10-12
Strategies for Differentiation: Students with Disabilities
Differentiation for students who benefit from:
Different ways of interacting with
Different ways of presenting
Different ways to engage in the
the education and demonstrate
concepts and tasks
learning process
understanding
can get something from the
 Provide props and have students
shelf).
conduct Improv Comedy to
create a way for students to use
 Use phrase bank to help in telling
new words in different contexts.
about pictures.
 Review present and past tense
 Sort words into tenses,
when asking questions about a
plural/singular, pronouns,
text.
possessive, etc.
 Work with a partner to practice
correct use of multiple meaning
words, figurative language,
compound and complex
sentences.
 Use pictures to portray concepts
paired with the word (e.g.,
location: a place, provide an
example such as Old San Juan
with a picture of San Juan).
 Use a word bank with transition
words, words that show contrast,
etc. to speak and write.
 Talk online with a peer whose
first language is English.
 Can be used with students of any age to promote similar skills.
 Can be used in different content areas to promote similar skills.
Instructional activities
and purpose
Source: edCount, LLC
6