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
 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.

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
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

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
STEP 2: NOTE STUDENT LEARNING
STRENGTHS AND NEEDS
Academics
 Social-emotional development
 Physical development

STEP 3: CHECK FOR POTENTIAL
AREAS OF STUDENT SUCCESS
Analyze student strengths
 Success enhances self-image and motivation

STEP 4: LOOK FOR POTENTIAL
PROBLEM AREAS

Review learning needs within a particular
instructional context and potential mismatches
are identified
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.
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

STEP 7: EVALUATE STUDENT PROGRESS

Evaluate strategy effectiveness

Track through:
Grades
 Observations
 Analysis of student work
 Portfolios
 Performance assessments
 Teacher, parent, student ratings
