Please read chapter 1.
- MappingaRouteToward_DI.pdf (79.134 KB)
Review this website from DESE for information related to your future career.
- elpmissourielpstandardscomplete_03_2008.pdf (2.313 MB)
- 65d126e3e018454a962b6601f7d5e04eESL35.pdf (114.909 KB)
Differentiated Reading Instruction: Teaching Every Child is a 60-minute webcast that outlines the most effective strategies teachers can use to address the many different needs of each of their students – so that kids capable of learning to read, like Robert and Marisa, won't fall behind.
Modifications are more intensive changes to the difficulty level and /or the quantity of material to be learned. Modifications also may, in fact, change the way material is presented and the nature of testing. Modifications create a different standard for children whose needs require more intense adjustments.
Here are several areas of learning and testing accommodations.
Presentation -- how material is presented to the child. Examples include:
1. How the test looks -- is the layout clear and uncluttered?
2. Increase of the size of type font.
3. Repetition of directions
4. Braille
5.Use of taped books instead of print copy.
Other accommodations may include enlarging worksheets, highlighting key vocabulary terms, or drawing boxes around individual math problems to prevent difficulty with visual tracking.
Responses -- how the child demonstrates knowledge. Examples include:
1. Allowing the child to mark answers in a book instead of a separate sheet of paper,
2. Oral testing vs. written work,
3. Short answers instead of essay
4.Giving non-verbal answers such as pointing to the correct answer choice.
Setting -- when and where the student works. Examples include
1. The use of a study carrel,
2. Providing a quiet environment,
3. Special lighting,
4. Background music, or
5. Separate room
Timing / schedules -- extended time, frequent breaks, time of day.
Pacing -- the rate at which new content is presented and the frequency of review. Slower students require more time spent per lesson while gifted students advance more easily and rapidly. Modifications may require using a different textbook with easier reading difficulty and fewer new concepts included in the material. It is perfectly acceptable for a child with special needs to be working on different grade level material in each area of the curriculum