Specially Designed Instructional Strategies for Differentiation - - PowerPoint PPT Presentation
Specially Designed Instructional Strategies for Differentiation Tina Prahl & Rebecca Meyer DC Everest Early Childhood Special Education Teachers 1. Intro Lets find out who is here... Teachers (Grade Level?) Support Staff
DC Everest Early Childhood Special Education Teachers
Let’s find out who is here...
➔ Teachers (Grade Level?) ➔ Support Staff ➔ Administrators ➔ School Psychologists ➔ Other??
The definition: Specially designed instruction adapts the content, methodology, or delivery of instruction to address the unique needs of the student.
*HLP is High Leverage Practices.
https://dpi.wi.gov/sites/default/files/imce/sped/pdf/falleader16/11-%20Specially%20Designed%20Instruction.pdf
https://www.doe.in.gov/sites/default/files/specialed/specially-designed-instruction. pdf Indiana https://www.ksde.org/Portals/0/SES/pubs/ConsiderationsForSpeciallyDesignedIns truction.pdf Kansas
http://sss.usf.edu/resources/format/pdf/specially_designed_instruction.pdf
Alter the physical, social, and temporal environment to promote participation, engagement, and learning.
What supports have been added to the environ- ment pictured?
What kind of material adaptations do you see in the pictures? How does this promote independence? Can you think of some common items you use daily?
Simplify a complicated task by breaking it into smaller parts or by reducing the number of steps.
Talk at your table about a stand out activity that you modified to meet the needs of all the students in class.
What method have you used to monitor child preferences? Share at your table.
Use special or adaptive devices that allow the child to participate or increase the child’s level of participation. This includes homemade equipment or devices as well as commercially available therapeutic equipment.
Do you work with any other related service providers with this as well? Please share your experiences!
Think about all the adults working with a particular student, how do you keep them all on the same page when a certain type of adult support works? How do you fade the supports?
Utilize peers to help the child learn important objectives.
Peer support can be such a great
help encourage peer support?
This one is tricky, we all do it naturally. Can you think about an activity you planned that has invisible supports within? Share out!
Now that you have a better understanding of what SDI is, let’s get into groups!
➔ What
You have been given situations during a major portion of a school day, read them out loud and place them where you feel the SDI is prevalent on your chart.
➔ Sharing
Let everyone share, it’s possible that a situation fits more than one SDI area. If you’re stuck, call us over!
Build confidence around the specially designed instruction that you design!
➔ Takeaways
What is and is NOT specially designed instruction? How can you better support the students you work with? ➔
What’s next?
Where do you find this information on the IEP forms? How can you better collaborate to make SDI consistent for students?
We hope you’ll use these tips to go out and create intentional specially designed instruction to meet the needs of all the students you work with, now and forever!