Differentiating Learning
for Students with Special Needs
During my student teaching semester, I worked in an inclusion classroom that included 13 moderate to severe students with special needs. Two of these students were placed on the alternative assessment program that utilized the new extended standards for social studies. I created lesson materials and activities that adapted to how these students learned, based on their individual needs and strengths, as well as the 2012 Ohio standards for social studies. Assessments were modified to meet the individual needs of the students, as well as match the instruction and practice. In addition, there were also six title students receiving services for math, reading, or both, and accommodations were made as needed.
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For students with special needs, I have...
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Alternative Assessment Program
During my student teaching semester, two of my students were placed on the alternative assessment program that utilizes the new, extended standards. These standards are organized in somewhat the same manner as the Ohio state standards, however, standards are organized into grade level bands, as well as three different complexity levels on a spectrum. The spectrum comprises of standards from "least complex" to "most complex." My roles was to discover how the extended standards translated to the individual student's needs and abilities, and then create materials for the student that matched both the extended standard, as well as the Ohio state standards for social studies. I would then assimilate the materials into whole-class instruction while the educational aid and special needs teacher reinforced the concepts, assisting those students on the alternative assessment program.
Link:
Ohio Extended Standards for Social Studies
Link:
Ohio Extended Standards for Social Studies
Above: Example of Ohio Extended Standard for Social Studies
Below you will find two files of materials created for one student on the alternative assessment program in addition to the extended standards present within the units. The context for these social studies units consist of Ohio Historic Native Americans and Conflict Within Ohio for fourth grade Ohio History. The files contain both practice materials and a summative assessment. The least complex standards were utilized with this individual student, although some moderately complex standards were used when possible.
Extended Standards Present Within These Units
Historical Thinking Skills:
HIS.35.1c Identify an event/activity occurring before or after another given activity/event. HIS.35.2c Distinguish between personal and historical artifacts or pictures. Human Systems: GEO.35.8b Identify different groups that have historically lived in or settled in the Ohio region (e.g., Native Americans, European immigrants). GEO.35.6c Identify tools that can be used to modify the environment (e.g., shovel, crane, dump trucks, bulldozer). |
Heritage: HIS.35.4b Identify or recognize groups of people that have lived in Ohio in the past (Adena/Hopewell Indians, settlers, Amish, immigrants, etc.). HIS.35.5b Identify or recognize different groups that explored and colonized America. HIS.35.4c Identify Ohio as the state where you live. HIS.35.5c Identify the United States as the country in which you live. |
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Gifted Students
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Strategies I have employed for gifted
and talented learners.... Differentiated Instruction Varied Level Groupings Varied Questioning Tiered Activities |
Strategies I have studied and am prepared to
utilize in my own classroom... Accelerated Activities Interest Centers Learning Contracts Enrichment Activities Independent Study |