“Kevin is so engaged while investigating
the mock rocks. It’s remarkable! He’s
usually not so focused.”
- Resource teacher overhead talking to the general ed teacher about
her SPED student performance in the inclusive science classroom.
Accommodations, Modifications
and Strategies for Students with
Learning Differences
Goals
• To understand several
accommodations, modifications, and
strategies for diverse learners.
• To examine accommodations,
modifications, and strategies for diverse
learners in Make It and Take It.
Relationship to RIPTS
• Standard 3: How Children Learn and
Develop
• Standard 4: Respect for Diversity
* Link to Rhode Island Professional Teaching Standards.
Turn and Talk
Describe a diverse learner.
What are Learning Differences?
• Multiple Intelligences
• Learning Styles (tactile; visual; auditory; multi-sensory)
• Students with Individual/504 Education Plans
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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
What is
Universal 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
UDL Origins and Definition
UDL Origins and Definition
Drawbacks of Retrofitting
• Each retrofit solves only
one local problem
• Retrofitting can be costly
• Many retrofits are UGLY!
UDL Origins and Definition
Architect, Ron Mace
“Consider the needs of the
broadest possible range of
users from the beginning”
UDL Origins and Definition
Accessible design
improves access for
everyone, not only
those individuals
from whom each
affordance is made.
Accommodations
The support that special needs students
require to successfully demonstrate
learning. Accommodations should not
change expectations to the curriculum
grade levels.
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.
Strategies
Skills or techniques used to assist in
learning. They are individualized to suit
the student’s learning style and
developmental level:
Turn and Talk
What accommodations,
modifications, and strategies are you
including in your MITI planning and
teaching?
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
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.
Strategies
Skills or techniques used to assist in learning.
They are individualized to suit the student’s
learning style and developmental level:
Examples:
- Color coding
- Visual cues
- Word Walls
- PowerPoint Slides
Modifications: Pyramid
PlanningWhat some
What most students
will know and be
able to do
What ALL students
will know and be
able to do
students will
know and be
able to do
TASK: Use “Pyramid Planning” to
develop 3 learning outcomes for a
lesson:
MOST What most
students will know
and be able to do
SOME What
some students
will know and
be able to do
ALL What ALL
students will know
and be able to do
Students will be able to [verb of cognitive process] [noun –
procedural knowledge] by ……(observable
behaviors/performance, qualities of product).
The students will be able to
• SOME …..record observations in data
chart independently, with little guidance.
• MOST ….record observations in data
chart with structure and guidance.
• ALL ….collect data by observing and
comparing the colors of beads in the
control and treatment groups.
What is
Universal Design for Learning?
UDL is a blueprint for creating flexible goals,
methods, materials, and assessments that
accommodate learner differences. UDL
includes three principles for designing
curriculum: recognition, strategy, and affect.
http://www.cast.org/research/udl/index.html
Solutions for RECOGNITION
Represent information in multiple formats and media
METHODS
• Electronic version of the text (varying text sizes, read aloud
with text-to-speech)
• CD ROM or online encyclopedia with images and spoken text
• Links to Spanish web sites on the subject
• Printed and electronic concept map with images, text & hyperlinks
• E-text outline of lecture content with main ideas highlighted
• Tool to translate words or connected text into other languages
• Text-to-speech utility to read e-text aloud (English and
Spanish)
• Video(s) on subject
• Graphic highlighting of important ideas (on screen or on paper)
• Digital photograph collection
• Links to web sites with primary sources, images, sounds, and
video･Additional background knowledge
Solutions for STRATEGY
Provide multiple pathways for
students' action and expression
METHODS
• Printed and electronic text-based outline to structure
composition
• Cheat sheet with clear steps for library research
• Library mentor lined up to help
• Set of pre-chosen links to relevant web sites
• Digital collections of images and information to narrow search
• Option to create multimedia report rather than written
• Option to use computer slide show for presentation
• Option to work in collaborative groups
• Talking word processor with spell check
• Voice recognition software to scaffold writing
• Teacher made e-templates
Solutions for AFFECT
Provide multiple ways to engage
students' interest and motivation
METHODS
• Option to create a graphic report with minimal text
• Use of graphics program which supports drawing (e.g. Kid Pix)
• Electronic concept map with parts filled in & limited content choices as
scaffold
• Option to use Internet instead of library
• Voice recognition software to scaffold writing
• Collaborative learning groups with different roles
• Build class library of digital photographs with students
• Links to web sites with primary sources, images, sounds, and video
• Alternative content for lessons focused on processes
• Teacher made e-templates
• Web sites/software with leveled management system