ways to modify assignments for students with learning disabilities

Tuesday, October 28, 2014

Examples of modified assignments for students with special needs.

ways to modify assignments for students with learning disabilities

6 comments:

Thanks for this post. I will be sharing with my daughter's teachers.

Yes yes yes! More more please... are there other links you suggest for MORE examples! Other websites or blogs??? this is a large need for school teams. THANKS

How Do you know when your modification/adaptation is too much vs just right for a student?

You can use the IEP goals to help you decide how to modify the work.

http://teachingtoinspire.com/2013/01/differentiating-math-assessments-made.html

Very nice article. (Middle School Math/Science) I've cut sheets in half, had some students do 5 problems in a section first then go back and do more if they can, 2 day testing as opposed to one day tests, cut homework in half, created guided notes, handouts, allowed word bank usage, open book quizzes, use of notes/guides during classwork, station time etc, had them work in pairs, use as many visuals as possible, color coded formulas and the numbers we inserted into formulas, created tiered lessons.... easier level problems leading up to harder problems, calculator usage..... the list can go on. Thank you so much for the article.

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How to Modify for Special Education

November 12, 2016 by pathway2success 10 Comments

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How to modify for special education students in the classroom

Supporting kids with special needs works best when both regular education and special education staff work together. That’s why it is helpful for all teachers to understand how they can modify and accommodate for students in their classrooms. For newer teachers, learning that you need to modify work for kids of various levels can be a bit overwhelming. Even teacher who are highly experienced might struggle with how much to modify. It’s really a balance because you are constantly trying to find out what is “just tough enough” to push your students, with it still being at an appropriate level that can help them grow. Too easy and the work doesn’t really challenge them. Too difficult and kids might shut down, causing them to not learn anything at all. It’s okay (and actually good) to fine-tune your level of modifications over time.

Most importantly, if a child requires a modification according to their IEP, the teacher needs to provide it. The IEP is a legal document and those modifications and accommodations were agreed upon the child’s planning team. Some modifications are specifically listed, such as having a word bank or being able to use a calculator. Other times, modifications are left up to the discretion of the teacher. If there is something you are unsure about in the child’s list of modifications, talk to the spec

ial education teacher and get further clarification.

It's okay to fine-tune your level of modification as the year goes on.

Here is a quick reference list for some ideas to pull from when you need to modify for a child’s assessment, homework, or other assignment:

Reduce the Workload:

Assign even or odd problems only – This is a great strategy for homework. It’s simple and quick for the teacher, but still gives the child similar practice to everyone else.
Select specific problems and omit extra ones
Give 1 essay question instead of 3 or 4
Give choice – Let the student select 10 problems to do or let them pick whether to do the front or back of a worksheet. This will help with motivation, too, since the child sees they have a choice in the assignment.
Put fewer problems on each page – This will be less visually distracting.
For matching, reduce the number of items to match or break them in half
Reduce the number of multiple choices – There will be less to select from. For example, if everyone else has a quiz with 4 possible multiple choice answers, your student might only have 2 or 3 options to choose from.
Eliminate true or false questions – These questions can be extremely tricky, especially for kids with language-based disorders.

Modify the Content:

Give a similar but different assignment with lower grade level material in area of weakness (math, reading, or writing) – For example: if the topic is computing with fractions, the student might be drawing fraction pictures. This will also help you target the “most important” concepts for the child to learn at the time.
Provide an alternative assignment – This can be a research project, hands-on project, lab experiment, or making a poster to show understanding of a topic.
Align student interest to the content – For example, you might focus on reading strategies while learning about trains.

Provide Supports:

Give a word bank for fill in the blank or when writing an essay
Allow students to type or orally report their responses
Give a specific list for steps to complete a task
Provide concept cards with an assignment
Allow the student to use their book or notes
Provide specific examples
Highlight tricky or key words in questions
Allow extra time
Allow student to work in quieter setting
Allow calculators
Allow for brainstorming prior to the assignment
Have adult read assignment to student

Learning to modify can be hard work at first. It’s best to give it a try even if you are not entirely sure it’s the right modification. Remember that you can always tweak your modifications as the year goes on. Most likely, you will need to continually reassess modifications and supports, since your students will be growing and making progress. And when in doubt, work with your special education staff to ask for feedback, support, and ideas.

If you are a special education teacher in need of a toolkit, consider the Special Education Teacher Binder . It is a huge compilation of special education resources.

Special education teacher binder by Pathway 2 Success

Materials focus on IEPs and team meetings, progress monitoring of academics and behavior, classroom materials, building a classroom community, planning, lessons, organization, and other forms to help make the life of a special education teacher a little bit easier.

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How to Teach a Child With Learning Disabilities

Learning disabilities are surprisingly common. They are a result of differences in brain structure but do not relate to intelligence, behavior, or focus. In short, they are differences that make it difficult to succeed in a typical American school, though they may have relatively little impact on tasks of daily living.

What Are Learning Disabilities?

According to the website LDOnline, the most common learning disabilities include:

Auditory and visual processing disorders : "Sensory disabilities in which a person has difficulty understanding language despite normal hearing and vision."
Dyscalculia : A mathematical disability
Dysgraphia : A writing disability
Dyslexia : A reading disorder
Nonverbal learning disabilities : A neurological disorder that causes problems with "visual-spatial, intuitive, organizational, evaluative and holistic processing functions."

Learning disabilities affect one in five American children.

Often, students with learning disabilities will have an Individualized Educational Program or 504 Plan which details teaching accommodations. These are usually similar to the general suggestions offered below.

Helping Children Succeed in School

Most instruction at home or in school can be adapted to accommodate the needs of students with learning disabilities such as dyslexia or other learning problems. These strategies can be used to modify instruction in most subject areas to improve students' comprehension of tasks and the quality of their work.

These approaches, incidentally, can also be helpful for most students who prefer a clear, structured educational program.

Ask for a scoring guide . Teachers should develop a scoring guide, share it with students, and provide models of examples of each level of performance.
Never use a student's work as a public example of poor work for the class to see. This is humiliation, and it has no place in any classroom or home.
Clearly outline the instructions . Lessons should include specific, step-by-step instructions that are explicitly stated by the teacher and modeled for the student.
Create models of quality work that students can see and analyze . Include both spoken and written explanations of how the work fulfills academic expectations.
Define classroom expectations for work and behavior . Post them, and use them as a basis of all interactions and class projects. Making your requirements a part of the classroom or homework routine will help the student meet expectations.
Have the student repeat back the instructions . Correct any miscommunication before he begins the actual work. Check back on the student as he works to ensure he is doing the work correctly. Prompt him as necessary to ensure that he corrects any mistakes before he finishes.
Set the stage for learning . Tell children why the material is important, what the learning goals are, and what the expectations are for quality performance.
Use graphic organizers . Help students understand the relationships between ideas.
Use specific language . Instead of saying, "do quality work," state the specific expectations. For instance, if the teacher is grading based on correct punctuation, spelling, and the inclusion of specific points, communicate with the teacher and your child to work on meeting these expectations.

Learning Disabilities Association of America. Types of Learning Disabilities .

LDOnline. What is a Learning Disability ?

By Ann Logsdon Ann Logsdon is a school psychologist specializing in helping parents and teachers support students with a range of educational and developmental disabilities.

Adaptations and Modifications for Students with Special Needs

These resources detail easy modifications to incorporate in your curriculum for students with special needs. Adjustments in classroom environment, curriculum planning, and assessment, will help you accommodate and challenge each member of your class. Appropriately modify your instruction to address diverse needs with our articles on bilingual special education, Autism, and ADD/ADHD. You'll also find great resources for implementing IEPs and creating an inclusive classroom.

Recommended Adaptations and Modifications for Students with Special Needs Resources

TEACHING RESOURCE

Teaching Students with Special Needs

Collaboration Between General and Special Education Teachers

Teaching Mathematics to Gifted Students in a Mixed-Ability Classroom

Modifying Instruction: Teaching Students with ADD

Adapting Language Arts, Social Studies, and Science for the Inclusive Classroom

Structuring Lessons for Diverse Learners -- Planning Pyramid

a strategy to support struggling readers

Repeated Reading

Planning Pyramid for Multi-Level Mathematics Instruction

Adapt Lessons to Reach All Students

Simplifying or Supplementing Existing Materials

Adapting Reading and Math Materials in the Inclusive Classroom

Key Instructional Principles to Use with English Language Learners

Writing Avoidance in Students with Autism

Strategies for Helping Autistic Students with Writing Avoidance

Teaching Children with ADD/ADHD

The Assignment Routine

LESSON PLANS

Adapting Existing Materials

Guiding Principles for Assessment Accommodations

Planning for Success: Teaching Students with ADD

Assistive Technology for Students with Mild Disabilities

Response: Math Tools

What to Include in an IEP

Structuring Lessons to Promote Learning from Materials

Bilingual Special Education

Promoting Social Development for Students with Autism

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Supports, Modifications, and Accommodations for Students

For many students with disabilities—and for many without— the key to success in the classroom lies in having appropriate adaptations, accommodations, and modifications made to the instruction and other classroom activities.

Some adaptations are as simple as moving a distractible student to the front of the class or away from the pencil sharpener or the window. Other modifications may involve changing the way that material is presented or the way that students respond to show their learning.

Adaptations, accommodations, and modifications need to be individualized for students, based upon their needs and their personal learning styles and interests. It is not always obvious what adaptations, accommodations, or modifications would be beneficial for a particular student, or how changes to the curriculum, its presentation, the classroom setting, or student evaluation might be made. This page is intended to help teachers and others find information that can guide them in making appropriate changes in the classroom based on what their students need.

A Quick Look at Terminology

You might wonder if the terms supports, modifications, and adaptations all mean the same thing. The simple answer is: No, not completely, but yes, for the most part. (Don’t you love a clear answer?) People tend to use the terms interchangeably, to be sure, and we will do so here, for ease of reading, but distinctions can be made between the terms.

Sometimes people get confused about what it means to have a modification and what it means to have an accommodation. Usually a modification means a change in what is being taught to or expected from the student. Making an assignment easier so the student is not doing the same level of work as other students is an example of a modification.

An accommodation is a change that helps a student overcome or work around the disability. Allowing a student who has trouble writing to give his answers orally is an example of an accommodation. This student is still expected to know the same material and answer the same questions as fully as the other students, but he doesn’t have to write his answers to show that he knows the information.

What is most important to know about modifications and accommodations is that both are meant to help a child to learn.

Different Types of Supports

Special education.

By definition, special education is “specially designed instruction” (§300.39). And IDEA defines that term as follows:

(3) Specially designed instruction means adapting, as appropriate to the needs of an eligible child under this part, the content, methodology, or delivery of instruction—(i) To address the unique needs of the child that result from the child’s disability; and(ii) To ensure access of the child to the general curriculum, so that the child can meet the educational standards within the jurisdiction of the public agency that apply to all children. [§300.39(b)(3)]

Thus, special education involves adapting the “content, methodology, or delivery of instruction.” In fact, the special education field can take pride in the knowledge base and expertise it’s developed in the past 30-plus years of individualizing instruction to meet the needs of students with disabilities. It’s a pleasure to share some of that knowledge with you now.

Adapting Instruction

Sometimes a student may need to have changes made in class work or routines because of his or her disability. Modifications can be made to:

what a child is taught, and/or
how a child works at school.

For example:

Jack is an 8th grade student who has learning disabilities in reading and writing. He is in a regular 8th grade class that is team-taught by a general education teacher and a special education teacher. Modifications and accommodations provided for Jack’s daily school routine (and when he takes state or district-wide tests) include the following:

Jack will have shorter reading and writing assignments.
Jack’s textbooks will be based upon the 8th grade curriculum but at his independent reading level (4th grade).
Jack will have test questions read/explained to him, when he asks.
Jack will give his answers to essay-type questions by speaking, rather than writing them down.

Modifications or accommodations are most often made in the following areas:

Scheduling . For example,

giving the student extra time to complete assignments or tests
breaking up testing over several days

Setting. For example,

working in a small group
working one-on-one with the teacher

Materials. For example,

providing audiotaped lectures or books
giving copies of teacher’s lecture notes
using large print books, Braille, or books on CD (digital text)

Instruction. For example,

reducing the difficulty of assignments
reducing the reading level
using a student/peer tutor

Student Response. For example,

allowing answers to be given orally or dictated
using a word processor for written work
using sign language, a communication device, Braille, or native language if it is not English.

Because adapting the content, methodology, and/or delivery of instruction is an essential element in special education and an extremely valuable support for students, it’s equally essential to know as much as possible about how instruction can be adapted to address the needs of an individual student with a disability. The special education teacher who serves on the IEP team can contribute his or her expertise in this area, which is the essence of special education.

Related Services

One look at IDEA’s definition of related services at §300.34 and it’s clear that these services are supportive in nature, although not in the same way that adapting the curriculum is. Related services support children’s special education and are provided when necessary to help students benefit from special education. Thus, related services must be included in the treasure chest of accommodations and supports we’re exploring. That definition begins:

§300.34 Related services.

(a) General. Related services means transportation and such developmental, corrective, and other supportive services as are required to assist a child with a disability to benefit from special education, and includes…

Here’s the list of related services in the law:

speech-language pathology and audiology services
interpreting services
psychological services
physical and occupational therapy
recreation, including therapeutic recreation
early identification and assessment of disabilities in children
counseling services, including rehabilitation counseling
orientation and mobility services
medical services for diagnostic or evaluation purposes
school health services and school nurse services
social work services in schools

This is not an exhaustive list of possible related services. There are others (not named here or in the law) that states and schools routinely make available under the umbrella of related services. The IEP team decides which related services a child needs and specificies them in the child’s IEP. Read all about it in our Related Services page.

Supplementary Aids and Services

One of the most powerful types of supports available to children with disabilities are the other kinds of supports or services (other than special education and related services) that a child needs to be educated with nondisabled children to the maximum extent appropriate. Some examples of these additional services and supports, called supplementary aids and services in IDEA, are:

adapted equipment—such as a special seat or a cut-out cup for drinking;
assistive technology—such as a word processor, special software, or a communication system;
training for staff, student, and/or parents;
peer tutors;
a one-on-one aide;
adapted materials—such as books on tape, large print, or highlighted notes; and
collaboration/consultation among staff, parents, and/or other professionals.

The IEP team, which includes the parents, is the group that decides which supplementary aids and services a child needs to support his or her access to and participation in the school environment. The IEP team must really work together to make sure that a child gets the supplementary aids and services that he or she needs to be successful. Team members talk about the child’s needs, the curriculum, and school routine, and openly explore all options to make sure the right supports for the specific child are included.

Much more can be said about these important supports and services. Visit our special article on Supplementary Aids and Services to find out more.

Program Modifications or Supports for School Staff

If the IEP team decides that a child needs a particular modification or accommodation, this information must be included in the IEP. Supports are also available for those who work with the child, to help them help that child be successful. Supports for school staff must also be written into the IEP. Some of these supports might include:

attending a conference or training related to the child’s needs,
getting help from another staff member or administrative person,
having an aide in the classroom, or
getting special equipment or teaching materials.

Accommodations in Large Assessments

IDEA requires that students with disabilities take part in state or district-wide assessments . These are tests that are periodically given to all students to measure achievement. It is one way that schools determine how well and how much students are learning. IDEA now states that students with disabilities should have as much involvement in the general curriculum as possible. This means that, if a child is receiving instruction in the general curriculum, he or she could take the same standardized test that the school district or state gives to nondisabled children. Accordingly, a child’s IEP must include all modifications or accommodations that the child needs so that he or she can participate in state or district-wide assessments.

The IEP team can decide that a particular test is not appropriate for a child. In this case, the IEP must include:

an explanation of why that test is not suitable for the child, and
how the child will be assessed instead (often called alternate assessment).

Ask your state and/or local school district for a copy of their guidelines on the types of accommodations, modifications, and alternate assessments available to students.

The next article in our look at Children & Young Adults focuses on Addressing Behavior Issues

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Successful Strategies for Teaching Students with Learning Disabilities

Teacher working closely with young student

Some intervention practices that produce large outcomes are:

direct instruction;
learning strategy instruction; and
using a sequential, simultaneous structured multi-sensory approach.

Teachers who apply those kinds of intervention:

break learning into small steps;
administer probes;
supply regular, quality feedback;
use diagrams, graphics and pictures to augment what they say in words;
provide ample independent, well-designed intensive practice;
model instructional practices that they want students to follow;
provide prompts of strategies to use; and
engage students in process type questions like “How is the strategy working? Where else might you apply it?”

Scaffolding is also something that seems to make a real difference. Start out with the teacher using heavily mediated instruction, known as explicit instruction, then slowly begin to let the students acquire the skill, moving towards the goal of student mediated instruction.

Success for the student with learning disabilities requires a focus on individual achievement, individual progress, and individual learning. This requires specific, directed, individualized, intensive remedial instruction for students who are struggling.

Whether the student is in the general education classroom or learning in a special class setting, focus the activities on assessing individual students to monitor their progress through the curriculum. Concerns for the individual must take precedence over concerns for the group or the curriculum or for the organization and management of the general education classroom content.

Learn more about creating a student success formula.

Adjusting/Modifying Assignments to Support Students with Learning Disabilities while Engaging in NGSS Science and Engineering Practices and Inquiry-Based Learning

Effective science instruction involves opportunities for all students to do science, including engaging in the NGSS Science and Engineering Practices through inquiry-based learning. Many students with learning disabilities have the accommodation of shortened or reduced assignments in their Individualized Educational Programs to allow them equal access to science learning. Science teachers struggle to provide this accommodation. This practice brief provides examples of supports and strategies for implementing this accommodation during an inquiry-based investigation. A vignette is used to follow a science teacher and her students through an investigation; it details how she provides equal access to the learning objectives as well as her evaluation techniques.. Keywords: NGSS Science and Engineering Practices, shortened or reduced assignments, students with learning disabilities, Inquiry-based learning (IBL)

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*Corresponding Author, Shannon Morago ([email protected]) Submitted June 23, 2022 Accepted December 2, 2022 Published online December 31, 2022 DOI: 10.14448/jsesd.14.0008

Vignette: A High School Chemistry Dissolution Investigation

Ms. G’s Science Classroom. Ms. G’s science courses use an inquiry-based approach that focuses on all students learning science content through engagement with the NGSS Science and Engineering Practices (SEPs). Ms. G teaches at a sub-urban school with approximately 1000 pupils that uses a “push in” model of inclusion for students with specialized learning needs. Up to a quarter of the students in Ms. G’s college preparatory chemistry courses have specialized learning needs. Ms. G has several students whose Individualized Educational Programs (IEP) require that they are provided “reduced/shortened assignments to focus on quality over quantity.” Ms. G is committed to the idea that this does not mean a reduction in critical thinking or deeper learning. Additionally, Ms. G knows that her students with learning disabilities need targeted support when she provides inquiry-based learning (IBL) opportunities. With this in mind, Ms. G plans an IBL investigation that asks students to determine how temperature, stirring and surface area of a solute affect the rate of dissolution.* At the end of this investigation students will create a model at the molecular level showing how these variables affect the rate of dissolution and why they have this effect.

*Ms. G’s investigation was adapted from Argument-Driven Inquiry in Chemistry: Lab Investigations for Grades 9-12 (Sampson, et. al., 2015), Lab 3: Rate of Dissolution. Some materials referenced in the vignette are directly from this curriculum.

Introduction

Science achievement and literacy open doors for students in terms of careers, college, personal well-being, and even societal improvement. Effective science learning for all students is grounded in them doing science (Bransford & Donovan, 2005; Melber, 2004). The Next Generation Science Standards (NGSS Lead States, 2013) provide guidance for this by requiring that students engage in “science practices” or with ways that science works as a discipline to explore and build knowledge of the natural world. Inquiry based learning (IBL) is one effective way to provide opportunities for students to develop competencies in the NGSS Science and Engineering Practices (SEPs) (Table 1) and in NGSS content knowledge. Inquiry based learning can generally be defined as students asking questions and answering them using an investigative process that relies on evidence (National Research Council, 2006). This process mirrors scientific inquiry, which is a method for gathering evidence that allows a scientist to draw conclusions or create an explanation regarding a phenomenon. The NGSS SEPs emphasize students engaging in argumentation, investigation, scientific discourse, modeling, and creating explanations using evidence; areas that intersect with scientific inquiry and IBL. However, “open inquiry,” an IBL approach where students formulate a research question and design and carry out an investigation with less teacher guidance (Martin-Hansen, 2002), can be problematic for students with learning disabilities (Rizzo & Taylor, 2016). Students with learning disabilities, as defined by the Individuals with Disabilities Education Act of 1990 as disorders in psychological processes involved in language use and mathematical calculations, need support to engage in these kinds of scientific investigations. When steps are taken to assure accessibility, using inquiry-based science instruction increases the achievement of students with learning disabilities (Rizzo & Taylor, 2016). Providing access through explicit and targeted support to science learning while using an inquiry-based approach is key for all students, but especially for students with learning disabilities (Therrien, Taylor, Hosp, Kaldenberg, & Gorsh, 2011, Rizzo & Taylor, 2016).

To provide equal access for students with learning disabilities many Individualized Education Programs (IEPs) require that teachers reduce, shorten or modify assignments to focus on the quality of learning over the quantity of learning. Shortening assignments is an important tool for inclusion, however, many teachers do not receive training on how this accommodation can be implemented in their general education classrooms (Ketterlin-Geller, Alonzo & Braun-Monegan, 2007, Gutierrez, 2013). Additionally, it has been established that science educators do not provide accommodations from students’ IEPs during inquiry opportunities due to a lack of knowledge of how to do so (McGrath & Hughes, 2018). Gutierrez (2013) also found that a lack of training often thwarted the potential benefits of this accommodation. Given that shortening or reducing assignments also focuses on maintaining the quality of learning, teachers should be mindful of reducing opportunities for higher order thinking when making their curriculum accessible for students with learning disabilities. Typically, to make an assignment more accessible for a student with this accommodation, a teacher will reduce the number of “questions” a student must answer. Yet, given the importance and complexity of learning science by doing science, it is not easy or obvious how to shorten assignments or learning tasks related to investigations, NGSS SEPs, or IBL experiences, in ways that maintain the quality of learning.

It is a teacher’s responsibility to provide equal access to challenging and meaningful science curriculum for students with learning disabilities. Learning science should include opportunities to do science through engagement in the NGSS SEPs and IBL in the form of a scientific investigation is often how teachers engage students with these practices. Several strategies are discussed in this brief for reducing and shortening assignments or learning tasks that allow students with learning disabilities to access the higher order thinking skills and understanding of the nature of science that are developed when engaging in inquiry to learn the NGSS SEPs. Additionally, a vignette illustrates these strategies and other supports, such as ways to provide peer support, vocabulary acquisition, time management, and organization of work and thinking. The vignette follows Ms. G, a high school chemistry teacher, as she provides students an opportunity to engage in a scientific investigation where students are given a research question, write their own experimental and investigative procedure, collect data, develop methods to analyze and interpret their data, and finally create a conceptual model demonstrating their understanding. Table 1 summarizes the NGSS SEPs students are expected to demonstrate in grades K-12. All students in public schools are required to demonstrate they can do and understand these practices, however, the strategies discussed in this paper may be more appropriate for older students. The students in the vignette engage primarily with SEPs 2-5, although there are additional connections to SEPs 6 and 8 in the investigation they complete.

Strategies for Shortening or Reducing Assignments

Scientific inquiry is a method for gathering evidence that allows a learner to draw conclusions or create an explanation regarding a phenomenon. Often inquiries are set up as a series of sequential steps and tasks for learners to engage in, many addressing the NGSS SEPs. The end product of these inquiries or investigations can be a lab report, a scientific argumentation session, development of a model or some other product that demonstrates understanding. These investigations often take place over several class periods.

Science teachers must align their assignment of scientific investigations with the learning needs of all of their students. Reducing or shortening learning tasks in an investigation to provide students with learning disabilities opportunities to engage deeply in the tasks and learn the intended objectives can be challenging for teachers. The vignette relates how one teacher, Ms. G, uses specific strategies to modify and reduce or shorten parts of these tasks as her students engage in NGSS SEPs 2-5. Many of these strategies allow access to learning the science practices by reducing the choices students must make to those that focus on key areas of learning, thus allowing for purposeful practice. This also gives students more time to engage in selected tasks. For instance, during inquiry investigations students often design and create their own data tables. One purpose of this task is that students will more fully understand the procedure of an investigation if they interpret it into the organizational structure of a data table. In other words, students initiate the design of a data table based on how they interpret a procedure. They then determine how to organize their thinking about data to be collected into rows and columns or other structures, using their prior knowledge as well as trial and error. Interpreting a written procedure into a structured and organized table is abstract and challenging for many students. Students who have the accommodation of reduced and shortened assignments can be provided a partially created, premade table which can help them organize their thinking in a manageable way. Providing a premade table can reduce the abstract nature of this task and offer structure in how to approach it. Students still have the opportunity to practice thinking about and organizing their data in a meaningful way, but the openness of the task is reduced, allowing access.

Premade data tables can be created for different levels of support. For instance, a blank data table can provide the rows and columns and the student fills in the appropriate titles based on variables they are investigating (Figure 1). Students can be provided a way to organize their thinking around the controlled, independent or dependent variables or any variation of these, depending on their individualized needs. For students who need increased support, a more structured and explicit table can be provided (Figure 2). With a premade data table students may need to determine what variables they should focus on from the procedure or these variables can be given and students need to determine how they will measure the variable (i.e., measuring the volume in milliliters). Additionally, if there are two or more variables a student is exploring, a premade data table can be provided for one variable and they can use it as a model or template to design their second table. In all of these cases students receive support as they practice with designing parts of an investigation.

There are multiple areas in an investigation where templates or organization structures can be provided to students to allow them access by reducing the abstract quality of a task, thereby shortening or reducing the effort or time required. However, another way to provide students access is to consider the experimental work students engage in. Students engage in experimentation to learn a scientific process that can provide empirical evidence for ideas or hypotheses. When they design their own procedure they learn that science involves imagination and creativity. When they connect these procedures to how they will collect, represent, and ultimately analyze and interpret data, they learn to think abstractly and mathematically. Practicing disciplinary processes, skills, and dispositions is an important way students learn; however, one purpose of reducing or shortening assignments for students with learning disabilities is to focus practice opportunities while maintaining the quality of learning. In short, to make practice purposeful without reducing access to grade level objectives or standards. Adding structure or organization allows an entry into this type of disciplinary thinking while providing focused practice for students needing targeted support.

Beginning the Investigation

Before the investigation Ms. G strategically groups all of her students based on their strengths and needs. She groups, in this case, in twos, putting students with reduced and shortened assignments accommodations together, choosing students who work well together and whose strengths complement each other to provide peer support. For instance, Jose and Terri are grouped together. Terri has terrific laboratory skills as well as visual and spatial strengths, while Jose is a strong writer with skills in organization of ideas. Ms. G has six students with this accommodation in her class so she makes three groups. Ms. G introduces the investigation to her whole chemistry class using several strategies to support vocabulary development and understanding of the instructions (i.e., class reads instructions together in chunks, class creates a word bank for reference, groups think-pair-share for any words or concepts they are unfamiliar with then discuss/define as a class with Ms. G’s help, Ms. G checks for understanding with questions and explicitly connects students prior knowledge to the investigation, visuals are used in instructions etc.). She has a set of written materials with visual cues for every student, both physical copies and accessible digital copies. Materials for data collection are clearly labeled around the room and pictures of any new equipment are provided in the instructions and drawn on the front white board. Ms. G demonstrates how to use any new equipment and checks for understanding as she does. As students begin to engage with creating a procedure for the investigation, Ms. G checks in with her three groups of two students who have the accommodation of shortened or reduced assignments. At each group, she discusses with them that instead of experimenting with three variables they will be examining one or two, depending on the needs of the group. She has eliminated the most abstract variable, that of surface area, for these groups. Groups will engage with either the effects of temperature and stirring on dissolution rates, or stirring alone, depending on the strengths and needs of the group and in consideration of her learning objectives. Stirring is the most concrete variable and surface area is the most abstract. She tells these groups that they should create a procedure for their experiments and those procedures should be written with bullet points and explained verbally to her, when they are ready. The written instructions provide questions to all groups that help guide the creation of a procedure. Ms. G continues to check in with all groups around her classroom, monitoring their progress and understanding and referring them to resources such as the written directions, word bank etc. when needed.

Adjusting Assigned Variables

Another important method to reduce or shorten tasks while engaging in scientific inquiry is to purposely assign variables for students to experiment with. When experimenting there are often several variables students can investigate. In the vignette, Ms. G’s class is working with three variables related to the rate of dissolution of a solute (a solute is the thing in the solution being dissolved, for example, sugar in a solution of tea is a solute and water is the solvent); surface area of a solute, temperature of a solution, and stirring of a solution. The students are first tasked with designing an investigation that allows them to discover how these factors impact the rate of dissolution. After this, they engage with representing how and why these factors impact dissolution by creating a model. In considering her general learning objectives, which are that students will understand the dissolving process at a molecular level and practice scientific inquiry, Ms. G has determined that to focus the experience of her students with learning disabilities she will reduce the variables they will investigate. Doing so allows them access and opportunity to learn about the dissolution process and provides opportunities to practice all stages of scientific inquiry and the intended NGSS SEPs included in the investigation. Additionally, this key shift has repercussions throughout the investigation as it allows for more time and focus on purposeful practice; students who receive it will have reduced data to collect, analyze, interpret, and model.

To apply this accommodation in the dissolution investigation she has chosen that two of the groups will investigate stirring and temperature effects, removing the surface area variable, and that her final group will investigate only stirring. Engaging with any of these variables requires that students think on a particulate and abstract level, however, surface area is the most abstract variable in terms of designing a procedure and analyzing and interpreting data. Temperature has some abstract aspects and stirring is the most concrete. Stirring mechanically results in dissolution, and is done kinesthetically during experimentation, and temperature requires students to think about the concept of heat energy in a system and its impact on the movement of molecules. Surface area requires that students think about the ratio of surface area of a solute versus the volume, requiring proportional thinking in addition to studying the kinetics of the dissolution process. In this case, she has considered that students will practice designing a procedure, collecting data, and analyzing and interpreting data; however, they can learn and practice these skills with one or two variables rather than three. They still have access to her learning objectives of understanding dissolution at a particulate level, a challenging and meaningful concept, but students experimenting with a reduced number of variables can better focus their engagement, time, and efforts to develop the same content understanding and science process skills.

Data Collection and Analysis

Prior to data collection, student groups create their data tables based on their procedures. To adjust this part of the assignment Ms. G offers her groups with reduced/shortened assignments several data table templates to choose from. The groups justify to Ms. G why their chosen table will work for their experiments and to display their data. During data collection Ms. G checks in regularly with all groups in her class, asking questions about the fidelity of their data collection, display, and what they think is happening at a particulate level.

After data collection students analyze their data. General education groups develop a strategy that will work to help them find patterns in their data. They try different ways of calculating and graphing and choose the one that they think best represents and shows the patterns in their data. For students who need enrichment they are strongly encouraged to use a mathematical tool such as Desmos. For the three groups with the shortened/reduced assignment accommodation, Ms. G offers two ways for the groups to analyze their data to find patterns. Groups choose which method they think will work best, usually in consultation with Ms. G and using guided trial and error. For instance, Ms. G asks students’ questions about what kind of patterns they think they might find if they subtract initial data from final data and use this number to graph or display. She asks them to try this to see if it makes sense. She might also ask students to think about using a method they have practiced in their math class, such as the graphing tool Desmos, or in previous science investigations, spreadsheet programs such as Excel or Google Charts. She asks students what kind of graph might best display their data so they can see any patterns, such as a bar graph or a line graph, showing examples if needed. Groups engage with each method to determine which will be the best choice for their data.

After all groups analyze their data Ms. G organizes a “gallery walk” so groups can see ways that other groups analyzed and displayed data. Computers (if used), notebooks, and graphs are left at lab stations and/or desks and each group moves through the classroom together looking at how at least three other groups performed this task. Ms. G then asks the class what they noticed about how others analyzed their data and if they’d like to make changes and why. Time is then given for groups to revise or edit their analysis and data display if they see fit.

Reducing Choices for Analyzing Data

As discussed prior, providing templates for organization of thinking is a way to reduce or shorten the practice, time, or abstract qualities of an inquiry. Students can focus on key objectives in this way; the quality of learning. Yet, in addition to using templates, there are other ways to reduce or shorten data analysis and interpretation opportunities and still provide meaningful ways to practice this skill. Ms. G recognizes the key learning outcomes of developing skills for data interpretation result from students choosing and justifying their own methods. Due to this, she does not want to require a certain process; however, she also knows that opening data analysis to any method available could be overwhelming for some of her students. Prior to data analysis Ms. G determined several methods students could use. She knew that two of her three groups of students with the shortened/reduced assignments accommodation were in an Advanced Algebra class and that students in the other group were in a Pre-algebra math class. Knowing this she provided each group two methods that they could use to reason with their data. Each method would allow students to practice thinking mathematically in a way that made sense to them and would be aligned with their current skills, but that would also stretch and apply their prior knowledge. After some trial and error, which Ms. G encouraged as a way to decide, one of the groups chose to analyze their data using Desmos, a tool they had been exploring in their math class, and the other groups chose to use Google Charts to graph their variable(s) in relation to time. Samples of student work from these groups are in Table 2. Ms. G provides written directions for using Desmos, Excel and Google Charts to graph for all students in her class. Students also have the option of graphing by hand. Students are encouraged to ask questions of their peers and collaborate and share their knowledge of graphing and different programs, which they do readily. Additionally, for her groups that were assigned one or two variables, rather than three, the data they need to analyze and display is reduced. Ms. G uses frequent check-ins to monitor progress and emphasizes with the class the importance of developing and practicing this skill while using the tools, rather than perfection of the product.

Data Interpretation and Modeling

In this investigation Ms. G asks students to interpret data by creating a model of their results that shows why the variable(s) impacted dissolution in the way that the students determined experimentally. She communicates to all students that their models should represent what is happening at the molecular level, especially in relation to their variables, and incorporate the concept of energy, which has been a continuous topic of study in the class. Students create models in their groups and have choices about how to represent their understanding. Students can draw, or create a digital or physical model. Students with reduced and shortened assignments accommodations are engaged in a discussion at the beginning of this phase of the investigation to help them choose a model type that could represent their understanding, however, they are also provided the freedom to engage in trial and error. Ms. G provides these students a list of features that should be present in their model such as representations of different types and “levels” of energy, examples of how to represent a “particle” of a solution and or solute, etc. The three groups of students use the list to create their models.

Developing Models to Increase and Demonstrate Understanding

Developing and using models (NGSS SEP 2) is important for science learning and allows students to represent concepts to help them make sense, develop a deeper understanding, and communicate and refine their understanding, especially of abstract ideas (Park, Rodriquez, & Campbell, 2019). Scientific modeling is dynamic and diverse. Examples include mathematical modeling, such as students creating an equation for photosynthesis after experimentation, and visual or physical representations, such as what Ms. G was requiring of her students; create a model that represents the dissolving process at a molecular level using the results of investigation and experimentation. Her students had determined how their variable(s) impacted dissolution, now they had to model the why . Because Ms. G had already reduced the number of variables in the investigation to focus on purposeful practice, creating a model was also impacted. Her three groups of students would need to consider fewer variables in creating their model, allowing students more time to focus on representing and explaining the impacts of one or two variables, rather than three. However, Ms. G went beyond this in supporting students in this task. Ms. G created a list of key features of a completed model and provided this to her three groups. She did not tell students what to create or how, but assisted them in understanding factors that need to be represented. For instance, prior to creating their model they knew different ways that they could represent what was happening at a particulate level. Ms. G used their text, personal science notebooks, and class notes to remind them of other times they had drawn or used particulate level models. She also chose a particular model in their text that showed vibrating or energized atoms and asked students how the illustrator showed that the atoms were moving and what inputs (shown in the drawing) impacted this movement. These explicit questions tied to students’ prior academic knowledge and provided the groups an example and a starting point. Students could reference these illustrations as they made sense of and modeled their experimental findings in relation to what they were learning about the dissolution process. Additionally, they could use the checklist to determine their next steps in developing their model.

Evaluation of Learning and Practice

Ms. G created a rubric (Table 3) that aligned with one of the science practices and her content learning objectives. Her rubric focused on NGSS Science and Engineering Practice 2: Developing and Using Models, specifically, developing a model to explain experimental results related to the kinetics of dissolution. She shared the rubric with her students and asked them to use it prior to submitting the models to self-assess and potentially revise their work. After this, students submitted their models for her assessment. Ms. G used the rubric to evaluate and provide feedback to each group as well as to assign a grade (five points per model factor). Ms. G highlighted in yellow sections of the rubric related to the model that needed more detail or attention. Ms. G also collected student notebooks to offer feedback on how they planned and carried out an investigation (Practice 3) and analyzed and interpreted data (Practice 4). When Ms. G was finished with her evaluation and feedback, she returned the notebooks, models, and completed rubrics to students and provided them an opportunity for further revision based on her feedback. The six students with the shortened/reduced assignments accommodation were assessed in the same manner as her general education students. They also had the same opportunities to demonstrate mastery through revision and use of feedback. These groups used the highlighted areas of the rubric to further revise and develop their model before giving it back to Ms. G for another round of evaluation. All students participated in as many revision/feedback cycles as they needed to demonstrate mastery.

Evaluation and Feedback When Reducing or Shortening Investigation Tasks

Shortening and reducing assignments while maintaining quality of work is an accommodation for students with learning disabilities that is designed to allow access to the same learning objectives and opportunities as general education students, but reduces practice in a purposeful way. It can be difficult for teachers to evaluate students equitably who have this accommodation (Ketterlin-Geller, Alonzo, Braun-Monegan, & Tindal, 2007). Evaluation of student learning should be related to demonstration of understanding and mastery of the learning objectives. If students have access, through accommodation, they should be evaluated on the objectives using the same criteria as general education students. A key question Ms. G asked was, did her six students with learning disabilities meet the learning objectives? In this case, did they provide evidence that they understood dissolution at a particulate level? Did they provide evidence that they practiced and engaged in the NGSS SEPs? Ms. G evaluated student developed models with the same rubric as her general education students to determine if they met the content objective. To promote deeper understanding she required that all students demonstrate mastery of this objective by providing feedback and time for revision based on the rubric. She additionally provided students feedback on the objectives related to the NGSS SEPs 3 and 4 through reading their notebooks but did not assign a grade related to this portion of her objectives. Ms. G emphasized to all of her students that they were to continue practicing their science process skills, taking her feedback into account, to become more adept at using an investigative and experimental approach to gather and interpret evidence, and to create and evaluate scientific explanations, including models.

In Ms. G’s class students who received the shortened/reduced assignments accommodation were afforded accessible opportunities to practice and improve their science process skills and dispositions while developing grade-level content understanding during an inquiry investigation. A summary of the strategies Ms. G used to support her students is illustrated in Figure 4 and detailed in Table 4. In Ms. G’s class, all students practiced planning and carrying out an investigation, analyzing and interpreting data, and developing and using models during an inquiry investigation while learning about the process of dissolution on a particulate level.

Bransford, J., & Donovan, S. (2005). How Students Learn: Science in the Classroom. National Research Council. Washington, DC: The National Academies Press.

Chittleborough, G., & Treagust, D. (2009) Why Models are Advantageous to Learning Science. Educación Química, (20)1, 12-17.

Gutierrez, Y. (2013). Co-teachers and parents’ perceptions of shortened assignments for learning disabled students. (Doctoral dissertation) Retrieved from: https://www.proquest.com/openview/fb285af7d0270bbd2b87f58bfaab7954/1?pq-origsite=gscholar&cbl=18750

Instructional Leadership for Science Practices. (n.d.) Definitions of NGSS Science Practices. https://www.sciencepracticesleadership.com/

Ketterlin-Geller, L. R., Alonzo, J., Braun-Monegan, J., & Tindal, G. (2007). Recommendations for accommodations: Implications of (in)consistency. Remedial and Special Education, 28(4), 194–206.

Martin-Hansen, L. (2002). Defining inquiry: Exploring the many types of inquiry in the science classroom. The Science Teacher, 69(2), 34-37.

McGrath, A.L., & Hughes, M. T. (2018). Students with learning disabilities in inquiry-based science classrooms: A cross-case analysis. Learning Disability Quarterly 41(3), 131–143.

Melber, L. (2004). Inquiry for everyone: Authentic science experiences for students with special needs. Teaching Exceptional Children Plus, 1(2), Article 4.

National Research Council. (1996). National science education standards. Washington, DC: National Academy Press.

NGSS Lead States. (2013). Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press.

O’Rourke, J., & Houghton, S. (2009). The perceptions of secondary teachers and students about the implementation of an inclusive classroom model for students with mild disabilities. Australian Journal of Teacher Education, 31(1), Article 3.

Park, B., Rodriquez, L., & Campbell, T. (2019). Using models to teach science. The Science Teacher. 87(4), Article 2.

Rizzo, K. L., & Taylor, J. C. (2016). Effects of inquiry-based instruction on science achievement for students with disabilities: an analysis of the literature. Journal of Science Education for Students with Disabilities, 19(1), Article 2.

Sampson, V., Carafano, P., Enderle, P., Fannin, S., Grooms, J., Southerland, S., Stallworth, C., & Williams, K. (2015). Argument-Driven Inquiry in Chemistry: Lab Investigations for Grades 9-12. Arlington, Virginia: NSTA Press, National Science Teachers Association

Therrien, W. J., Taylor, J. C., Hosp, J. L., Kaldenberg, E. R., & Gorsh, J. (2011). Science instruction for students with learning disabilities: A meta-analysis. Learning Disabilities Research & Practice, 26, 188–203.

Supalo, C., Mallouk, T.E., Amorosi, C. Rankel, L., Wohlers,D.H., Roth, A., & Greenberg, A., (2007). Talking Tools to Assist Students Who are Blind in Laboratory Courses, Journal of Science Education for Students with Disabilities, 12(1), 27-32.

Supalo, C. (2012). The Next Generation Laboratory Interface for Students with Blindness or Low Vision in the Science Laboratory, Journal of Science Education for Students with Disabilities, 16 (1),34-39.

Swanson, A & Steere, N. (1981). Safety considerations for physically handicapped individuals in the chemistry laboratory. Journal of Chemical Education, 58(3), 234.

Tesch, R. (1990). Qualitative research: Analysis types and software tools. New York: Flamer Press.

Wild, T. & Koehler, K. (2017). Science education. In Holbrook, C., KameiHannan, C, & McCarthy, T. (Eds.) Foundations of education volume II (2nd ed.). New York: AFB Press.

Wild, T., Hilson, M. & Farrand, K. (2013). Conceptual understandings of geological concepts by students with visual impairments. Journal of Geoscience Education, 61, 222-230.

Wild, T., Hilson, M., Hobson, S. (2013). Conceptual understandings of sound by elementary students with visual impairments. Journal of Visual Impairment and Blindness, 107(2), 107-116.

Wild, T. & Trundle, K. (April, 2010a). Talking turkey: Teaching about America’s greatest conservation story with children with visual impairments. Journal of Visual Impairment & Blindness, 104(4), 198-201.

Wild, T & Trundle, K. (February, 2010b). Conceptual understandings of seasonal change by middle school students with visual impairments. Journal of Visual Impairment & Blindness, 104(2), 107-118.

How Differentiated Instruction Can Help You Reach Every Student in Class

July 24, 2020

It may seem like common sense that students perform better in class when they receive support that meets their needs. Research around differentiated instruction confirms this is true. If you can adapt your instruction to reflect your students’ needs and learning preferences, you can make class time more effective and help students become more engaged.

What is Differentiated Instruction?

The idea behind differentiated learning theory is to make sure your curriculum reflects the diverse needs of your students.[9] Each student enters the classroom with unique experiences, preferences, and conditions that affect how they learn. Differentiated instruction provides students with different resources or options for understanding and mastering a concept, depending on their unique needs.[4] This can help move your classroom from heterogenous instruction toward individualized learning. [4,6]

Differentiated instruction doesn’t necessarily involve giving every student separate assignments—though you may adapt or modify assignments as specific needs arise. It’s more about providing students, individually or in a group, with different learning options or providing accommodations to help them learn more effectively.[11]

Sounds familiar? Differentiated instruction is often compared to the learning styles theory , which posits that all students respond best to one of four learning methods. While research into learning styles is mixed, there are clear and measurable benefits to adapting your teaching methods to your students’ needs.

Benefits of Differentiated Learning for Students

In a survey from the International Journal of Education, 97% of teachers reported never or seldom using a flexible curriculum for their students.[2] So why should you consider bringing differentiated learning into your classroom? The research is clear: students, especially those with diverse learning needs, learn more effectively when teachers respond to their needs.

A study published by Procedia Social and Behavioral Sciences found that students’ learning outcomes significantly improve when teachers use differentiated content that responds to a student’s learning preferences.[5] Students are also more likely to focus and be engaged in the learning process when teachers differentiate their instructional strategies.[1,6] As you provide opportunities for students to explore content based on their strengths, they’re more likely to flourish in your class.

Differentiated instruction strategies are especially important for students with physical or learning disabilities.[4] These students often have strengths and weaknesses that are different from other students who don’t have the same disability. By differentiating your instruction, you can adapt lessons or assignments for these students to better accommodate their needs.[4]

How to Differentiate Instruction in Your Classroom

Now that we’ve gone over why differentiated learning matters in the classroom, let’s go over instructional strategies. Some teachers may feel discouraged because differentiated instruction can sound like an increased workload.[2] But differentiated instruction can make your teaching strategies more effective over time, which can help you make the most of both your students’ time and your own.

According to educational researcher and differentiated instruction expert Carol Ann Tomlinson, there are four key ways to differentiate classroom instruction:[8]

Content : How the student will access the information
Process : The method of the activities students use to understand the information
Product : Projects or homework that ask the student to practice or apply the information
Learning environment : The space where the student is learning the information

If a student might work more efficiently in a quieter learning environment, for example, you could allow them to complete a project in the school library. Or if you think a student would respond to a more visual approach with vocabulary words, you could adjust the content to include images with each word or adjust the product by assigning them to draw a picture that represents the words.

Additionally, don’t get overwhelmed by feeling that you have to make all of your assignments unique for each student. Some students may have specific needs that require you to adjust your assignments or teaching strategy. But in many cases, you can practice differentiated learning by either breaking students with similar needs into groups or offering all students several options for completing an assignment.[10]

Overall, the best way to practice differentiated instruction is by getting to know your students. As you work with them over the school year, you’ll be able to better understand their needs and what types of assignments they respond to.[9] And just as important, you’ll be able to help them recognize their own strengths and learning preferences—which can help them seek out the right learning strategies through their academic career.

Waterford’s Adaptive Curriculum Offers Differentiated Instruction

Waterford ensures that students learn to read through thousands of games, songs, and activities. Our programs assign these lessons based on a student’s placement assessment and their demonstrated mastery. That way, the focus is always on the skills where they need the most practice.

And for older students, you can adjust our book-based study guides to offer personalized lessons on books you’re reading as a class. Students can also select independent reading books from our online library. When students choose what to read based on their personal interests, it encourages focus and engagement.

To learn more , get in touch! We’d love to discuss how our PreK–6 reading programs can revolutionize the way you support your students as they move from “learning to read” to “reading to learn.”

Morgan, H. Maximizing Student Success with Differentiated Learning. The Clearing House: A Journal of Educational Strategies, Issues, and Ideas, 2014, 87(1), pp. 34-38.
Jager, T. Guidelines to assist the implementation of differentiated learning activities in South African secondary schools. International Journal of Inclusive Education, 2013, 17(1), pp. 80-94.
Mentis, M. Different Technologies for Differentiated Education: Social Networks, Identity and Diversity in e-Learning. International Journal of Diversity in Organizations: Annual Review, November 2007, 7(3), pp. 85-93.
Landrum, T.J., and McDuffie, K.A. Learning Styles in the Age of Differentiated Instruction. Exceptionality: A Special Education Journal, 2010, 18(1), pp. 6-17.
Tulbure, C. Do different learning styles require differentiated teaching strategies? Retrieved from sciencedirect.com: https://www.sciencedirect.com/science/article/pii/S1877042811000541
Subban, P. Differentiated Instruction: A Research Basis. International Education Journal, 2006, 7(7), pp. 935-947.
Tomlinson, C.A. Mapping a Route Toward Differentiated Instruction. Educational Leadership, September 1999, 57(1), pp. 12-16.
Weselby, C. What is Differentiated Instruction? Examples of How to Differentiate Instruction in the Classroom. Retrieved from resilienteducator.com: https://resilienteducator.com/classroom-resources/examples-of-differentiated-instruction/.
NYUSteinhardt Staff. Culturally Responsive Differentiated Instructional Strategies. Retrieved from nyu.edu: https://research.steinhardt.nyu.edu/scmsAdmin/uploads/005/120/Culturally%20Responsive%20Differientiated%20Instruction.pdf.
Tomlinson, C.A. Differentiation of Instruction in the Elementary Grades. Retrieved from ericdigests.org: https://www.ericdigests.org/2001-2/elementary.html.
Tucker, G.C. Differentiated Instruction: What You Need to Know. Retrieved from understood.org: https://www.understood.org/en/learning-thinking-differences/treatments-approaches/educational-strategies/differentiated-instruction-what-you-need-to-know.

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Our Mission

Ensuring That Instruction Is Inclusive for Diverse Learners

Using ideas from Universal Design for Learning with all students can make classrooms more welcoming for those with learning disabilities.

High school students using tablet computers

Humans have a tendency to fall into patterns of behavior. For teachers, that means that if we’re not careful, we begin to teach things the same way every year. This is comfortable for us, but it can result in a rigid curriculum that may not work for all students—and traditional classrooms are curriculum-centered already, not easily adapted to the differing needs of individual students. Instead, students are required to adapt to the curriculum.

As a special education teacher, part of my job was helping students who had a diagnosed learning disability access the general education curriculum, so I frequently found myself co-teaching with a math or English teacher. When students with learning differences are placed in the general education classroom, they often receive accommodations and services. However, when those accommodations are paired with—and constrained by—a traditional, rigid curriculum, the result can be the opposite of inclusion, in my experience.

Teachers in this situation may become frustrated because trying to accommodate each child individually creates a lot of stress and often an unmanageable workload. Another issue I saw at the middle school level is that despite teachers’ best efforts, students with learning differences often feel singled out, and as they get older they may reject accommodations in order to fit in—even though that means forgoing supports that could help meet their learning needs.

The majority of students need something different, but how can you design a curriculum that works for all students—and for the teacher?

In working together, the general education teacher and I would work out ways to flex and adapt our teaching styles to fit our students’ needs. As a team, we modified our instruction based on what worked and what didn’t. We used what we learned to design instruction that could change based on students’ needs.

All of this work was based on the well-known, flexible model called Universal Design for Learning , which can be used in any classroom to make instruction more accessible.

3 Ways to Implement Universal Design for Learning

1. Teach content in many ways: In a traditional classroom, planning for the lesson is done with the “typical” student in mind. Often, there is one way for all students to learn the material, such as a lecture or a slide presentation.

Instead, try to plan the lesson with all students in mind. Survey students to find out what they already know and questions they have about the new topic. Use that information to scaffold instruction and make lessons more relevant to students. You can also vary the methods that you use to deliver the direct instruction portion of your lesson—try showing a demonstration or video clip for one lesson, and have students participate in stations or listen to a podcast for another.

If possible, use more than one modality within a lesson, and think about supports that students may need for learning. If students are moving around the room, have clearly defined procedures and a goal at each learning center. If they’re listening to you or a podcast, it may be helpful to provide an outline where they can add notes or sketch visuals while they listen. If they’re reading texts, you can allow them to partner read or use technology to adjust the font and text size.

2. Provide choices to sustain student engagement: Allow students to choose an activity. For guided practice, they could decide whether to answer questions independently and receive feedback, play a game, do a role play, or practice in a group. To demonstrate their understanding of a concept, they could decide whether to create a poster or construct a model, write a paper, make a video or podcast, or do a presentation. Making choices allows them to relate to the content in a way that sparks their interest.

Teachers can often offer students other choices in the classroom, beyond instruction. For example, you may be able to provide flexible seating, allowing students to choose a quiet area of the classroom to finish up an assignment on their own, or to sit at tables for group work, or to grab a seat at a computer to watch a video, print a new worksheet, or read a digital textbook.

3. Provide accommodations for all students: Instead of providing accommodations only to students with an IEP or a 504 plan, think about accommodations that such students frequently need and make them available to all students.

For example, if you often have students who need a copy of the notes, using a site like Blackboard or Google Classroom to post each slide presentation and assignment makes it easier for everyone to access those materials. Students who are absent, lose their copy, or have trouble taking notes can use the online notes and documents. Having documents available online also makes it easier for parents, special education teachers, and paraeducators to help students without making extra work for the teacher.

Another example would be teaching students to use a free text reader like the Read and Write extension for Google Chrome or a voice-to-text tool like those available in Google Documents. Students may choose not to use them, but they’re a good option for students who happen to retain information better when they hear it or who have a disability that interferes with writing.

Universal Design for Learning allows instruction to become student-centered by creating a more welcoming and flexible classroom environment and a curriculum that is more accessible to all students. Flexible instruction should lead the student to be more personally accountable for their learning: Instead of the teacher expecting all students to learn in one way, the student sets their own goals for how they will learn the required material.

The student becomes an expert not just on the content but on how they learn. Once the content has faded from their memory, this is the skill that will allow them to acquire the knowledge necessary for whatever endeavor they decide to pursue.

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How Would You Modify Instructions for Students With Learning Disabilities?

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Modifying instructions for students with learning disabilities means adapting how we teach to better match a child’s unique learning needs. This helps kids with special needs learn more effectively and comfortably.

Frequently Asked Questions
Science Person Definition

Real World Example of Modifying Instruction for Students with Learning Disabilities

How would you modify instructions for sudents with learning disabilities, recommended products, related topics, frequently asked question.

How can I determine the best way to modify instructions for my child with a learning disability?

Start by working closely with your child’s teachers and specialists to understand their specific needs and learning style. Together, you can develop a tailored plan that includes personalized strategies and supports.

Are there any legal requirements for modifying instructions for students with learning disabilities?

Yes, under laws such as the Individuals with Disabilities Education Act (IDEA), public schools are required to provide appropriate accommodations and modifications to ensure that students with learning disabilities have equal access to education.

Can modifications for students with learning disabilities be applied in a regular classroom setting?

Absolutely, many modifications are designed to create inclusive environments in mainstream classrooms, allowing students with learning disabilities to learn alongside their peers with appropriate support.

How can I track the effectiveness of modified instructions for my child's learning progress?

Regular communication with teachers, monitoring your child’s academic progress, and seeking feedback from your child can help assess the effectiveness of the modifications. Adjustments can be made as needed to better support their learning journey.

Scientific Definition

Modifying instructions for students with learning disabilities refers to tailoring teaching methods, materials, and strategies to accommodate the diverse learning styles and challenges of children with special needs . This personalized approach aims to create a supportive and inclusive educational environment , ensuring all students can access and engage with the curriculum effectively. An important fact to consider is that learning disabilities can vary widely among individuals, and the modifications made should be based on a thorough understanding of each student’s specific strengths and weaknesses to maximize their learning potential.

Meet Charlie, a bright and determined child with a learning disability. Charlie’s parents recognized the importance of modifying instructions to support his unique learning style . Here’s a glimpse of how this concept came to life in Charlie’s educational journey:

By modifying instructions to cater to Charlie’s learning disability, he improved his reading skills and gained confidence in his abilities. Charlie’s journey illustrates the positive impact of adapting teaching methods to support children with special needs, empowering them to thrive in their educational pursuits.

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Should I modify assignments or grades for students with disabilities?

The term modification is defined as an adjustment to an assignment or a test that changes the standard of measurement for the task. A modification is not the same as an accommodation. An accommodation is the practice of making the assignment or assessment more accessible to the student with a disability through changes in formatting, timing, setting, scheduling, and/or presentation. An accommodation does not change the standard of measurement for the task, only the accessibility of the task. A modification, however, changes the standard of measurement by altering the task or expected outcomes.

When determining whether or not to modify assignments or grades for students with disabilities, consider the following:

At what grade level is the student?
What are the student's barriers to successful participation in classroom assignments and activities?
Can these barriers be overcome by making accommodations that do not change the standard of measurement?
Is the student able to perform at the standard measured by the task or assessment?

Considerations for Precollege Students

The Individualized Educational Plan (IEP) team, which should include students whenever possible, especially once they are over the age of fourteen, is the ultimate authority over the appropriate course of action for each individual student. If the student is college-bound, modifications in most classes would not be appropriate, since changing the standard of measurement would limit the student's ability to acquire the necessary skills expected of them in college.

Considerations for Postsecondary Students

In postsecondary institutions, modifications are not appropriate when a student is taking a course for academic credit. However, postsecondary institutions have systems in place by which students with disabilities can request and receive reasonable accommodations.

For more information, consult the DO-IT Knowledge Base article What is the difference between accommodation and modification? and Accommodations for Students with Disabilities in High School , published by the National Center on Secondary Education and Transition (NCSET) .

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How to Help Students with Learning Disabilities Focus on Their Strengths

I sat across the table from Dawn, a wide-eyed eight-year-old girl in pigtails, bracing myself to tell her the news.

I have told students they have a learning disability hundreds of times over my 20 years as a school psychologist. But there was something about her earnest and expectant face that made me pause.

Was giving her an official label going to make her feel stigmatized and defeated?

Would the benefits of having access to more specialized services outweigh the cost to her academic self-esteem?

I carefully explained how her brain worked with a visual aid of her brain in pictures. I told her where she was strong and where she needed to do “brain pushups” to get stronger. And I told her that she had something called “dyslexia.”

And she jumped out of her chair, smiled ear to ear, screamed “YES!,” and did a move I’ve seen in sports celebrations many times—the signature victory arm pump.

Wait, what?

As it turns out, I had also tested her brother a few years before, and he had dyslexia, too. He had told her that knowing he had dyslexia made him not feel stupid, and that it really helped his teachers understand how his brain worked differently. Dawn told me, “So this means I’m not dumb!”

According to labeling theory , when you label a student with a learning disability, this creates a problem—they hold lower expectations for themselves and others hold lower expectations of them. In turn, the student may live up to these low expectations. However, the research supporting this claim is controversial. Although students with learning disabilities do tend to struggle with lower achievement and hold negative beliefs about their academic abilities , some researchers point out that it is difficult to disentangle what is causing these challenges. It gets murky—would Dawn be behind her classmates in reading because she has dyslexia, because she doesn’t have access to high-quality support programs, or because her teachers and parents now hold lower expectations for her?

We don’t really know. But the reality is that, in our public schools, access to special services sometimes depends upon having a diagnosis or label—and it’s possible that the way we treat students with these labels is holding them back. Here are several research-backed tips for educators and parents to reduce the negative effects of labels and the stigma around them.

1. Don’t focus on the labels

Language is powerful. Even a subtle shift in language can influence how students see themselves and how stigmatized they feel. A 2018 article by researcher Mark Weist and his colleagues offers a number of suggestions for reducing the stigma of labels:

When a label is required, describe to the student why labels are used. For example, “Labels help us understand why reading is hard for you and what the research says about how to help. Labels can also give you more specific help that you might not be able to get without the label. But we are all going to focus on what we are going to do to help, not what we call it.”
Use person-centered language. Instead of referring to a student as a “dyslexic student,” refer to them as “a student with dyslexia.”
When possible, especially with younger students, use less stigmatizing language in describing their challenges (e.g., “learning differences” versus “learning disorder” or “severe dyslexia”).

By using this language, we’re trying to prevent students from overidentifying with their challenges and weaknesses.

2. Focus on the “sea of strengths” around the “islands of weakness”

What if you were defined only by your greatest weakness? Focusing on strengths isn’t just a nice thing to do; it’s essential for students with learning disabilities (and all students) to feel good about themselves as learners.

Get Support

Did you know that every public school has access to the services of a school psychologist, who can provide support for students with learning challenges? School psychologists are uniquely qualified members of school teams who support students’ ability to learn and teachers’ ability to teach. They can be reached by inquiring directly at the school or the district’s central office, or locating contact information on the school or district website.

Renowned dyslexia expert Sally Shaywitz of the The Yale Center for Dyslexia & Creativity coined this phrase: “Dyslexia is an island of weakness surrounded by a sea of strengths.” When students see their weaknesses as “islands,” their challenges become more specific and manageable (e.g., “I need help figuring out long words”) rather than global and difficult to tackle (e.g., “I am not good at reading”).

Using specific language can also foster a “growth mindset” more conducive to learning. Rather than thinking, “I don’t have a math brain because I have dyscalculia,” students might say, “I need to do brain pushups in math.” The same goes for adults when we talk about students; instead of saying, “He has a major reading and learning deficit,” we can make it more specific and manageable by saying, “He has areas of strength and weakness in learning to read that we can address through phonics instruction.”

Research is also emerging on the sea of “hidden strengths” of students with dyslexia and other learning disabilities:

Strong visual-spatial thinking and skill in figuring out patterns
The ability to make unique associations between concepts
Strengths in seeing the “big picture” and creative problem solving

As educators and parents, we can highlight these strengths with students like Dawn (who, incidentally, scored off the charts on tests of visual logic puzzles). Indeed, all students would profit from having a spotlight on their unique talents and skills and not just on their core weaknesses.

“Often times we focus on the difficulties, but they have these incredible superpowers,” says psychologist Tracy Alloway, whose new children’s book series turns children’s learning disabilities into superpowers. Bringing those “superpowers” to the front of the discussion is a tool for empowering those with learning disabilities and helping other children appreciate their classmates’ unique talents, as well.

3. Foster self-awareness and self-advocacy skills

Not only can we focus on the extraordinary strengths these students already have, but we can also help them cultivate other strengths they’ll need to be successful.

Being diagnosed with a learning disability does not have to resign students to a life of struggle, frustration, and poor achievement. In a 30-year study by the Frostig Center , students with learning disabilities did better in their academic and personal lives if they had these six skills and resources: 

Self-awareness: Recognizing their unique talents and accepting their challenges.
Proactivity: Believing in the power to make changes, taking responsibility for their actions, making decisions and acting upon them.
Perseverance: Learning from hardships and not giving up when tasks get hard.
Goal setting: Making realistic and attainable goals, taking into account strengths and areas of need.
Support systems: Identifying people who can provide support and actively seeking out support.
Emotional coping strategies: Recognizing stress triggers for learning difficulties and developing effective means of coping with them.

As parents and educators, we would be well-served to focus on cultivating these social-emotional and behavioral skills so that students with learning disabilities can emerge from their educational experience with success in school and life.

Several researchers offer practical ways to support these resilience skills, using brain-based research. In their book The Yes Brain: How to Cultivate Courage, Curiosity, and Resilience in Your Child , psychotherapists Dan Siegel and Tina Payne Bryson share how parents and educators can help students strengthen their sense of balance, resilience, insight, and empathy. This “balanced brain” helps students with different learning profiles think more flexibly, be more willing to take chances and make mistakes, and manage adversity and big feelings. All of these traits are essential for learners, especially those who have additional frustration due to the challenges of their learning differences.

Tapping into our students’ potential

At home and in the classroom, educators and parents can easily get tripped up on the language to use with students with learning disabilities. Having a strength-based lens and a few scripts ready can make a big difference in how the students we interact with see themselves as learners.

We could all take a lesson from my student, Dawn, on positive mindset. When I later shared Dawn’s reaction to being diagnosed with dyslexia with her mother, we both teared up a little. Dawn gave me hope that as educators and parents, we can cultivate that resilience and strength in all the students who come to us with diverse learning needs.

About the Author

Rebecca Branstetter

Rebecca Branstetter, Ph.D. , is a school psychologist, speaker, and author on a mission to help children be the best they can be in school and in life by supporting school psychologists, educators, and parents. She is the co-creator of the “Make It Stick Parenting” course, which provides parents tools to build their child’s social-emotional learning, and creator of the “Peace of Mind Parenting” course. She is also the founder of The Thriving School Psychologist Collective, an online community dedicated to improving mental health and learning supports in public schools. Learn more at www.thrivingschoolpsych.com .

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4 Concrete Ways to Modify Art Projects for Students With Special Needs

As first-year teachers, we all run into things for which we are not prepared. For me, one of those experiences was teaching an adaptive art class to 20+ students with severe and profound needs on my very first day of school. Needless to say, coming in with no formal special education training, it was a train wreck. It took many weeks of failure before I finally figured it out.

Walking into the art room is a fantastic experience because there is a place for all students to thrive. For many students with special needs, the art room might be the only inclusive part of their day. However, trying to meet the needs of all students can be difficult and time-consuming. The key is to start with the same materials and subject matter the rest of the class is using. This method will prevent you from having to start from scratch.

Here are 4 concrete examples to help you get started.

1. use technology and transparencies to modify portrait lessons..

Creating portraits is challenging for almost all students whether they have special needs or not. Above, you can see the results of a smashed portrait project with a painted background. Here, students used the grid method to draw the portrait.

You can easily modify a portrait lesson like this one with the help of technology. Start by taking a photo of your student. Then, have them transfer that photo onto a transparency. Depending on the student’s needs, they could trace their photo onto the transparency using a permanent marker, or they could print the photo directly onto the transparency using a digital printer. If they do the latter, you could have them digitally edit the photo first.

Finally, instead of painting a detailed background, students could use a Gelli plate to create a monoprint to which their transparency could be attached.

2. Use a light box and modify requirements for drawing projects.

Above you can see a drawing lesson that focuses on contour line, value, and shading. Students start by creating a contour line drawing of their subject and divide the paper into different sections to practice value techniques.

To modify the project, have your students select an image, print it out, and use a light box or transparency to aid in tracing. Students can still divide their background with a ruler. But, instead of adding value to the sections, have students use a material like markers to fill in each shape. You can see a modified version of this project in the photo below.

3. Use molds and extruders to help with clay projects.

Clay is a versatile material and is excellent for students who have trouble with motor skills. However, working with fine details can sometimes be difficult. For example, rolling coils to create a vessel might be complicated. Instead, try using a mold. Slump molds are an excellent way for students to explore clay without having to worry about creating a coil or slab.

Cover the mold with plastic wrap and let students press pieces of clay into it, making sure to smooth them together as they work. No scoring or slipping is necessary if the clay is plastic enough. Make sure to remove the clay from the mold before it is leather hard to prevent cracking.

If students can create clay coils or you have an extruder, use the coils to trace. Placing coils over the student’s name or a drawing they’ve created is a simple way to modify the coil technique. Students will likely need assistance attaching the designs or names to another surface like a slab of clay.

4. Simplify and use templates to make lessons more accessible.

The above photo is a plaster gauze sculpture project made with recyclable materials. To modify a lesson like this for your adaptive art students, limit their materials and use templates.

To allow my students to have the experience of making something with recyclables and plaster wrap, I showed them how to make giant pencils. I gave each of my students one paper towel roll and a piece of oak tag paper. They used a template to make the point of a pencil with the oak tag paper and attached it to the paper towel roll using masking tape. I then gave students smaller pre-cut plaster gauze strips so they could apply them to their armature to complete their pieces.

No matter what projects you’re modifying, having a variety of modifiers to choose from is helpful.

Here are 5 essential tools to keep on hand for easy modifications.

Stencils and templates
Light box for tracing
Adaptive scissors
Large, easy-to-hold materials
Transparencies for tracing

You can find even more tools and ideas in this video .

Creating effective modifications for your students does not need to be time-consuming. Remember to keep it simple by using the materials and methods already in place and finding ways to adapt them to meet the needs of your students.

What examples of project modifications can you share?

What are the biggest joys and challenges that come with working with adaptive art students?

Magazine articles and podcasts are opinions of professional education contributors and do not necessarily represent the position of the Art of Education University (AOEU) or its academic offerings. Contributors use terms in the way they are most often talked about in the scope of their educational experiences.

Abby Schukei

Abby Schukei, a middle school art educator and AOEU’s Social Media Manager, is a former AOEU Writer. She focuses on creating meaningful experiences for her students through technology integration, innovation, and creativity.

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COMMENTS

Examples of Modified Assignments for Students with Special Needs
Here are some examples of modifications. Remember, that a modified lesson in an inclusive classroom is a lesson where the objective and/or learning materials have been changed to meet the needs of a special learner. However, the overall concept or activity remains the same so that the learner can experience the curriculum alongside his or her ...
How to Modify for Special Education
Give a specific list for steps to complete a task. Provide concept cards with an assignment. Allow the student to use their book or notes. Provide specific examples. Highlight tricky or key words in questions. Allow extra time. Allow student to work in quieter setting. Allow calculators. Allow for brainstorming prior to the assignment.
Common accommodations and modifications in school
Scheduling accommodations. Take more time to complete a project. Take a test in several timed sessions or over several days. Take sections of a test in a different order. Take a test at a specific time of day. Organization skills accommodations. Use an alarm to help with time management. Mark texts with a highlighter.
How to Adapt Your Teaching Strategies to Student Needs
Give explanations in small, distinct steps. Provide written as well as oral directions. Have the student repeat directions. When giving directions to the class, leave a pause between each step so student can carry out the process in his mind. Shorten the listening time required. Provide written and manipulative tasks.
Strategies for Teaching Students With Learning Disabilities
Check back on the student as he works to ensure he is doing the work correctly. Prompt him as necessary to ensure that he corrects any mistakes before he finishes. Set the stage for learning. Tell children why the material is important, what the learning goals are, and what the expectations are for quality performance.
Adaptations and Modifications for Students with Special Needs
These resources detail easy modifications to incorporate in your curriculum for students with special needs. Adjustments in classroom environment, curriculum planning, and assessment, will help you accommodate and challenge each member of your class. Appropriately modify your instruction to address diverse needs with our articles on bilingual ...
Supports, Modifications, and Accommodations for Students
For many students with disabilities—and for many without—the key to success in the classroom lies in having appropriate adaptations, accommodations, and modifications made to the instruction and other classroom activities. Some adaptations are as simple as moving a distractible student to the front of the class or away from the pencil sharpener or the window. Other
Successful Strategies for Teaching Students with Learning Disabilities
Start out with the teacher using heavily mediated instruction, known as explicit instruction, then slowly begin to let the students acquire the skill, moving towards the goal of student mediated instruction. Success for the student with learning disabilities requires a focus on individual achievement, individual progress, and individual learning.
Adjusting/Modifying Assignments to Support Students with Learning
Students with learning disabilities, as defined by the Individuals with Disabilities Education Act of 1990 as disorders in psychological processes involved in language use and mathematical calculations, need support to engage in these kinds of scientific investigations. ... shorten or modify assignments to focus on the quality of learning over ...
PDF Adaptations & Accommodations for Students with Disabilities
The book provides step-by-step procedures for implementing curricular adaptations for reading, writing, mathematics, and content area learning. The authors present suggestions for adapting basal materials for students with special needs, class assignments, homework, tests, and content area texts.
PDF Adjusting/Modifying Assignments to Support Students with Learning
dents, but especially for students with learning disabilities (Therrien, Taylor, Hosp, Kaldenberg, & Gorsh, 2011, Rizzo & Taylor, 2016). To provide equal access for students with learn-ing disabilities many Individualized Education Programs (IEPs) require that teachers reduce, shorten or modify assignments to focus on the
How to use accommodations and modifications in the classroom
4. Give students time to practice using new accommodations. Introduce the use of a new tool or support when students are working with content they know well. That way they're not trying a new way to approach work and trying to learn new information at the same time. 5. Anticipate and address any questions other students might ask.
How Differentiated Instruction Can Help You Reach Every Student in
The idea behind differentiated learning theory is to make sure your curriculum reflects the diverse needs of your students. [9] Each student enters the classroom with unique experiences, preferences, and conditions that affect how they learn. Differentiated instruction provides students with different resources or options for understanding and ...
Ensuring That Instruction Is Inclusive for Diverse Learners
Using ideas from Universal Design for Learning with all students can make classrooms more welcoming for those with learning disabilities. Close. George Lucas Educational Foundation ... We used what we learned to design instruction that could change based on students' needs. ... Instead of the teacher expecting all students to learn in one way ...
PDF Instruction for Students With Learning Disabilities
For students with learning disabilities who may be visually distracted, such worksheets can result in failure on the assignment. 7. Decrease task length. For some students with learning disabilities, a worksheet activ- ity that involves fifty math problems will always appear to be an insurmountable as- signment.
How to Modify Your Teaching for Students With Low Organizational Skills
To lower the difficulty level. To shorten the assignment and gradually increasing the amount of work required. To reinforce the student for on-task behavior. To let the student see individual work as a sign of personal responsibility and growth rather than thinking the teacher just wants to "get rid of him".
A Tutorial for Making Online Learning Accessible to Students with
12. Provide options for communicating and collaborating that are accessible to individuals with a variety of disabilities. Why. Simple, asynchronous communication is particularly beneficial for individuals who take a longer time to compose their thoughts or type at a rate that is slower than average, possibly because.
How Would You Modify Instructions for Students With Learning Disabilities?
Scientific Definition. Modifying instructions for students with learning disabilities refers to tailoring teaching methods, materials, and strategies to accommodate the diverse learning styles and challenges of children with special needs. This personalized approach aims to create a supportive and inclusive educational environment, ensuring all ...
Should I modify assignments or grades for students with disabilities
05/24/22. The term modification is defined as an adjustment to an assignment or a test that changes the standard of measurement for the task. A modification is not the same as an accommodation. An accommodation is the practice of making the assignment or assessment more accessible to the student with a disability through changes in formatting ...
How to Help Students with Learning Disabilities Focus…
Here are several research-backed tips for educators and parents to reduce the negative effects of labels and the stigma around them. 1. Don't focus on the labels. Language is powerful. Even a subtle shift in language can influence how students see themselves and how stigmatized they feel.
4 Concrete Ways to Modify Art Projects for Students With Special Needs
Students start by creating a contour line drawing of their subject and divide the paper into different sections to practice value techniques. To modify the project, have your students select an image, print it out, and use a light box or transparency to aid in tracing. Students can still divide their background with a ruler.