Collaboration in Teacher Education to Serve Diverse Learners

The CSU Teacher Education Task ForceNancy Hunt, Ph.D., CSULA

nhunt@calstatela.edu

CSU Teacher Education Professional Development Conference

March 9, 2007San Francisco

For more information, contact:Nancy Hunt, Ph.D., California State University, Los Angeles

nhunt@calstatela.edu

The CSU Teacher Education Task Force

Michelle Cepello, CSU ChicoElva Duran, CSU SacramentoDavid Ellerd, Humboldt StateChristopher Foster, CalStateTEACHAnne Graves, San Diego State UniversityMarquita Grenot-Scheyer, CSU Long BeachDana Grisham, CSU Center for the Advancement of ReadingJosh Harrower, CSU Monterey BayNancy Hunt, CSU Los AngelesRita Johnson, CSU SacramentoChris Kolar, Cal Poly PomonaCarolyn Nelson, San Jose State UniversityMelinda Pierson, CSU FullertonDana Powell, CSU FresnoSue Sears, CSU NorthridgeLinda Smetana, CSU East Bay

Our work was supported by the Boeing Corporation.

Boeing’s Steven B. Chesser, Subject Matter Expert for Education, Boeing Global Corporate Citizenship, participated actively on the Task Force.

Today’s Participants: Chris Foster, CalState TEACH Marquita Grenot-Scheyer, Associate Dean

of Education, Cal State Long Beach Nancy Hunt, Cal State Los Angeles Deborah Deutsch Smith, Claremont

Graduate University, IRIS Center for Faculty Enhancement

Goals for the Student

A ccess to th e C o re C u rricu lu m So cia l I n tegrat io n

T h e S tu d en t

The Framework of Support

For Students with Special NeedsKeith Haring

The Student

Access to the Core Curriculum Social Integration

Differentiated Teaching andIndividualized Learning

Assessment andProgress

Monitoring

Teaching Strategies

Accommodations& Curricular Adaptations

Assistive Technology

Instructional Materials and Technologies

The Framework of Support

Goals:

Means:

Through:

In order for the framework to be effective, collaboration between general educators, special educators, and families must occur.

Keith Haring

Old Concept: Mainstreaming

Assumption: The mainstreamed student

was achieving at or near grade level.

Newer Concept: Inclusion

Assumption: The mainstreamed student

was achieving at or near grade level.

Access to Core Curriculum

Exclusion Parallel: Mainstreaming

Inclusion

GeneralEducation

Special Education

GEN SPED EL

SPED

Title 1

Legislation

Philosophical PerspectiveNormalization, Quality of Life, Strength Based, Partial Participation, Access to Core Curriculum, (Full)Participation in Core Curriculum and Standardized Testing Mary Dingle

Education for All Handicapped Children Act (94-142), IDEA (P.L. 101-476),and reauthorizations

Accommodations and Curricular Adaptations

CSU TEACHER EDUCATION TASKFORCEElva Duran, CSU Sacramento, Chris Foster, CalState TEACH,

Rita Johnson, CSU Sacramento

Organization of Each Major Topic

Major Concepts Discussion Conclusion Activities and Assignments Resources PowerPoint Slides References

Accommodations and Curricular Adaptations

Major Concepts

An accommodation… allows the student to complete the

same assignment or test as other students, but with a change in the timing, formatting, setting, scheduling, response and/or presentation.

Examples: A student who is blind takes a Braille

version of a test A student takes a test alone in a quiet

room.

Accommodations are

Tools and procedures that provide equal access to instruction and assessment for students with disabilities.

Designed to "level the playing field" for students with disabilities.

Accommodations are generally grouped into the following categories:

Presentation (e.g., repeat directions, read aloud, use of larger bubbles on answer sheets, etc.)

Response (e.g., mark answers in book, use reference aids, point, use of computer, etc.)

Timing/Scheduling (e.g., extended time, frequent breaks, etc.)

Setting (e.g., study carrel, special lighting, separate room, etc.).

As an example…

College Board Accommodations

Four categories: Presentation Responding Timing Setting

Presentation (College Board)

Large print (14 pt; 20 pt) Fewer items on each page Reader Colored paper Use of a highlighter Sign/orally present instructions Visual magnification (magnifier or magnifying machine) Auditory amplification Audiocassette Colored overlays Braille Braille graphs Braille device for written responses Plastic covered pages of the test booklet

Responding (College Board)

Verbal; dictated to scribe Tape recorder Computer without spell

check/grammar/cut & paste features Record answers in test booklet Large block answer sheet

Timing/Scheduling (College Board)

Frequent breaks Extended time Multiple day (may/may not include

extra time) Specified time of day

Setting (College Board) Small group setting Private room Screens to block out distractions Special lighting Special acoustics Adaptive/special furniture/tools Alternative test site (with proctor present) Preferential seating

Now for curricular modifications, also called adaptations…

A curricular modification or adaptation… is an adjustment to an assignment or

test that changes the standard or what the test or assignment is supposed to measure.

Example: Student completes an alternate assignment

that is more easily achievable than the standard assignment.

Source: School accommodations and modifications. Families and Advocates Partnership for Education (FAPE), October 31, 2001. (www.fape.org/)

“The goal of adaptations is to provide all students with the opportunity to participate to the maximum extent possible in typical activities of the classroom”.

(Deschenes, Ebeling, & Sprague, 1994, p.13, in Bos & Vaughn, 2006).

When determining whether adaptations are necessary…

Consider: Demands of the lesson Skills of the learner

Mismatch? Adaptations may be necessary

As an example…

Myra

Curriculum and Activities 10th grade text Read chapter Answer comprehension

questions Take short answer test Choose extension

activity- poster, newspaper article, illustration of content

Myra’s performance Reads at 5th grade

level Average intelligence,

understands grade level material

Writes slowly, poor speller, but content is understandable

Loves to draw

Myra

Discrepancies Reading level Writing Skills for

comprehension questions, test and extension activities

Instructional Solution ??????

Develop an instructional solution

Here’s a hint…. Accommodations and Modifications

Involving the environment Involving instruction- input and output Involving materials Involving student performance

How do I do that?

Accommodations and Modifications

Ecological Instructional

Instructional

Stimulus(input)

StudentResponse(output)

Where

When With Who

Supplementary

Alternative

Simplified

Curricular

Janney and Snell via Mary Dingle

Ecological

Who- change the people Use different teacher for particular subject Reduce student to teacher ratio Change the number of peers with whom the

student is grouped with Provide more intensive adult or peer assistance

When- Change the schedule Provide additional breaks Find opportunities for student to spend time with

preferred adults or peers Give tests at certain time

Where-change the place Provide access for privacy Place student’s desk in a strategic place

Instructional

Adapting the Student Response or Output Level of difficulty or amount Modality Format/Materials

Adapting the Instructional Stimulus or Input Level of difficulty or amount Modality Format/materials

Curricular

Traditional vs. Special Ed Curriculum Supplementary Curriculum

Basic skills- reading, writing, math Skills that are applied across the day

Social skills, study skills, learning strategies

Simplified Curriculum Teaching simplified objectives Emphasizing fewer skills and concepts

Alternative Functional Skills (domestic, vocational, academic recreation and

leisure, self management) Partial participation

.

1. Can the student participate in the same way as all other students? YES = stop here NO= go on to question #2 2. Which of the following supports and or modifications (one or more) are necessary for the student’s full participation in the activity?

Ecological Modifications 1. Where 2. When 3. With Who

Addition of Supports

1. Peer Support2. Adult Support

Modifications of Materials 1. Adding Materials 2. Adapting Materials 3. Substituting Materials

Modifications of Expectations1. Demonstration of Learning2. Quality of Work3. Priority of Goals4. Alternate Curriculum

Myra

Can she participate the same way as her other peers? If not, what support does she need?

Ecological (environmental) support (where or when)?

Peer or adult support? Modifications of materials (supplemental, simplified,

alternative)? Modifications of expectations (demonstration of

learning, quantity of work, priority of goals, alternative curriculum)?

Thanks to Mary Dingle, Ph.D., Sonoma State University, for the slides illustrating curricular adaptations.

We believe that differentiating instruction in the manner represented by our work will help teachers become better teachers of ALL students.

Take as an example

Universal Design in architecture

Curb cuts…

ramps

Now the concept of Universal Design has extended into Universal Design for Learning (UDL)

UDL calls for development of provide materials that are accessible to different kinds of learners.

Universal Design for Learning

UDL calls for… Multiple means of representation, to give

learners various ways of acquiring information and knowledge,

Multiple means of expression, to provide learners alternatives for demonstrating what they know,

Multiple means of engagement, to tap into learners' interests, offer appropriate challenges, and increase motivation.

http://www.cast.org/about/index.html

Resources: Accommodations and Curricular

Adaptations

IRIS materials

The IRIS Center forFaculty Enhancement

Project # H325F010003

                

Four IRIS Modules: Accommodations

1. Accessing the General Education Curriculum

2. Accommodations to the Physical Environment

3. Accountability4. Instructional Accommodations

Resources: Accommodations and Curricular Adaptations

2. National Dissemination Center for Children with Disabilities Resource List: Adaptations & Accommodations for Students with Disabilities

http://www.nichcy.org/pubs/bibliog/bib15txt.htmAlso:

http://www.nichcy.org/pubs/bibliog/bib15.pdf

CAST:   National Center on Accessing the General Curriculum

http://4.17.143.133/ncac/Curriculum385.cfmBeach Center on Disabilityhttp://www.beachcenter.org/LongDescriptions/default.asp?Describe=Access_to_the_General_Curriculum

Resources: Accommodations and Curricular Adaptations

Books:

Bos, C. S., & Vaughn, S. (2006). Strategies for teaching students with learning and behavioral problems (6th ed.). Boston: Pearson/Allyn and Bacon.

Janney, R., & Snell, M.E. (2004). Modifying schoolwork (2nd ed.). Baltimore: Paul H. Brookes.

Nolet, V. & McLaughlin, M. (2000) Accessing the General Curriculum: Including students with disabilities in standards-based reform. Thousand Oaks, California: Corwin Press, Inc.

Wehmeyer, M.L., Sands, D.J., Knowlton, H. E., Kozleski, E.B. (2002). Providing access to the general curriculum: Teaching students with mental retardation. Baltimore: Paul H. Brooks Publishing.

Now it’s Deb’s turn!

Deb!

Our New Website: The CSU Teacher Education

“Teaching Commons”

http://www2.cdl.edu/projects/tc/tc_education/

Click on the “Serving Diverse Learners” tab

Small Group Activity

1. Form groups in which at least one person has a syllabus. 2. Together, come up with one or two ways to infuse some of the content you learned today into the course. 3. Identify someone to speak for the group when we return to the large group.

Next Steps

Planning for Regional Meetings

U.S. Department of EducationOffice of Special Education Programs Building the Legacy: IDEA 2004

For more information:

http://idea.ed.gov