Differentiated Instruction and Technology

2011 ◽  
pp. 215-220
Author(s):  
Shellie Hipsky
Keyword(s):  
Special Needs ◽  
Differentiated Instruction ◽  
Curriculum And Instruction ◽  
Diverse Students ◽  
Instructional Approaches ◽  
Students With Special Needs ◽  
Differentiating Instruction ◽  
Ability Levels ◽  
The Individual ◽  
Diverse Cultures

The variety of students’ needs and backgrounds in classrooms include students with special needs, gifted, and typical students who have grown up in differing socio-economic levels and diverse cultures. Differentiated instruction is based on the premise that instructional approaches should vary and should be adapted in relation to individual and diverse students in classrooms (Tomlinson, 2001). When teachers engage in differentiated instruction, they address every student’s interests, ability levels, and learning profiles. The instructor plans both curriculum and instruction that honor the individual student’s strengths and needs in order to benefit the learning of all the students (Tomlinson, 1999; Tomlinson & Eidson, 2003). Teachers adapt their content (what will be taught), process (how it will be taught), and product (the assessment of the content through culminating projects) in order to differentiate instruction (Hipsky, 2006a). The reality of why instructors should be differentiating instruction goes beyond theory into the reality of today’s classrooms. Teacher Patricia Holliday expressed “Even though it takes a lot of time upfront to plan for a differentiated classroom, the benefits have been proven. Each year that I get better at planning for differentiation, I can see an improvement in the outcomes of my students” (Lewis & Batts, 2005, p. 32).

scholarly journals The value of differentiated instruction in the inclusion of students with special needs/ disabilities in mainstream schools

2018 ◽  
Vol 42 ◽  
pp. 00003 ◽  
Author(s):  
Vasilis Strogilos
Keyword(s):  
General Education ◽  
Special Needs ◽  
Differentiated Instruction ◽  
Inclusive Education ◽  
Individual Characteristics ◽  
Students With Special Needs ◽  
General Education Curriculum ◽  
Mainstream Classrooms ◽  
Inclusive Learning ◽  
The Individual

The aim of this presentation is to analyse the current international policies on inclusion and to discuss the value and use of differentiated instruction as a means to the inclusion of students with special needs/ disabilities in mainstream settings. The movement to inclusion requires teachers to create inclusive learning environments, which would encourage the use of practices that would benefit all students. In this respect, differentiated instruction has rapidly evolved as a teaching approach to meet the diverse and heterogeneous needs of students with special needs/ disabilities in mainstream classrooms. Modifying and adjusting instruction to allow all students in a classroom to access the general education curriculum is at the heart of inclusive education. In this presentation, I shall discuss the development of differentiated instruction as a means to inclusion for students with special needs/ disabilities in mainstream classrooms. Information will be provided with regard to the main principles of DI as well as the basic criteria in designing individualized adaptations for these students. In addition to this, I will review the factors which influence the development of differentiated instruction based on research findings. Finally, I will argue that differentiated instruction provides a learning environment which takes into consideration the individual characteristics of students and, as such, is a useful approach for the inclusion of students with special needs/ disabilities in mainstream settings.

Curriculum and Assessment for Students with Special Needs

2011 ◽  
Author(s):  
Alice M. Hammel ◽  
Ryan M. Hourigan
Keyword(s):  
Music Education ◽  
Special Needs ◽  
Music Educators ◽  
National Standards ◽  
Learning Differences ◽  
Students With Special Needs ◽  
Philosophy Of Music ◽  
Daily Lives ◽  
Music Classroom ◽  
The Individual

Every successful music educator has a curriculum that contains a scope (overarching goals) and sequence (how we will achieve our goals and in what order) that are critical to reaching meaningful educational goals within the music classroom. Walker and Soltis (2004) state: “Working with the curriculum is an integral part of all teachers’ daily lives”. When specific curricula are not mandated (by the state, or federal government), most music educators use a set of standards or guidelines to devise a scope and sequence for classroom teaching (i.e., the National Standards). It is important as music educators to consider their curriculum when preparing to teach all students, not just students with learning challenges. This is what separates an educator from a therapist or a service provider. The questions that we will address in this chapter include: How do music educators maintain a focus on their own curricular goals while adapting that same curriculum to the individual needs of students? And how do we assess and reflect on these goals to make adjustments in our curriculum? These are difficult questions to answer. In fact, this has been a challenge for teachers since the inclusion of students with special needs began following the passage of P.L. 94–142 more than 35 years ago. Walker and Soltis explain, “While many teachers supported the goal, many were offended that rigid regulations were imposed on them without their consent”. All these issues require a thoughtful and sequential approach when preparing, presenting, and assessing instruction in the music classroom. However, the stronger the underlying curricular focus is, the easier it will be to adapt and modify your existing curriculum to individualize instruction for students who have learning differences. Your specific curriculum, if not mandated by your state or school system, will be a result of your philosophy of music education. Even when utilizing prescribed curricula, your choices in scope and sequence will reflect your values in the classroom. These same values will be reflected in the choices you make in modifying your curricula for students with special needs.

scholarly journals INNOVATIVE METHODS FOR TEACHING CHILDREN WITH SPECIAL NEEDS

2020 ◽  
pp. 46-52
Author(s):  
Tamara Borisovna Avdonina ◽  
Dina Xalimovna Gurieva
Keyword(s):  
Special Needs ◽  
Students With Disabilities ◽  
Children With Special Needs ◽  
Students With Special Needs ◽  
Training And Education ◽  
Innovative Methods ◽  
The Individual

The article is dedicated to the organization of special conditions for training and education for students with special needs. The article emphasizes the importance of using innovative effective techniques and methods to ensure training, education and socialization of the individual, maintaining the health of students with disabilities.

DIFFERENTIATED LEARNING FOR STUDENTS WITH SPECIAL NEEDS IN INCLUSIVE SCHOOLS (Teacher's Perception of Students Learning Profile)

2019 ◽  
Author(s):  
Marlina ◽  
Elsa Efrina ◽  
Grahita Kusumastuti
Keyword(s):  
Special Needs ◽  
Differentiated Instruction ◽  
Learning Style ◽  
Learning Preferences ◽  
Learning Climate ◽  
Academic Needs ◽  
Students With Special Needs ◽  
Learner Readiness ◽  
Inclusive Schools ◽  
Differentiated Learning

Differentiated instruction is an approach to teaching which meets the diverse academic needs of students by considering learner readiness, interest and learning style. The approach is grounded in multiple intelligence, learning style, and theories of socio-cultural. The research aims to examine how teachers understand and perceive the influence of differentiation on instructional practices. This qualitative research aims to explore the perceptions of a teacher in implementing differentiated learning in students with special need in inclusive schools. The study interviewed 32 teachers (included senior, junior, and primary school) using observation and interview questions to promote conversational dialogue. The interview questions afforded teachers opportunities to share their thoughts, feelings, and experiences pertaining of differentiated instruction about students learning profiles. Data analysis revealed the following aspects: 1) the learning that provides opportunities for students to learn naturally and efficiently, 2) the learning that provides opportunities for students to work independently and in groups, 3) providing a conducive learning climate with various learning preferences. The study found that the teacher has not yet understood and taught students based on student learning profiles. Consequently, the research results form the basis for developing a differentiated learning model for a student with special needs in inclusive classes. This study supports training for regular teachers and special educators specifically about the application of differentiated learning.

scholarly journals Engaging Blind Student in English Translation Class: A Report on Differentiated Instruction Implementation

2021 ◽  
Vol 4 (1) ◽  
pp. 19-36
Author(s):  
Braja Perkasa Bimantoro ◽  
◽  
Alies Poetri Lintangsari ◽  
Destina Wulandari ◽  
◽  
...  
Keyword(s):  
Special Needs ◽  
Differentiated Instruction ◽  
Inclusive Education ◽  
English Translation ◽  
Teaching Practices ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Students With Special Needs ◽  
Qualitative Research Design

English Language Teaching practices in Indonesia have challenged the diversity including cultural background, values, customs, beliefs as well as the disability. As Indonesia ratified CRPD (Convention on the Rights of People with Disabilities) and passed the Education ministry number 46 of 2017 about special support for students with special needs, the inclusion of students with disability in higher education is increasing. Implementing differentiated instruction for Inclusive education in English language teaching practices is one of the strategies to fulfill and accommodate students with special needs. This research aims at reporting the implementation of differentiated instruction to increase the engagement of students with visual disabilities in learning English in mainstream class. The participant is a totally blind student who attended English translation class. Employing the qualitative research design, this research documented the differentiated instruction implementation by observation and interview. Implication and recommendation are postulated as resourceful insight to encourage inclusive ELT practices.

Composing Music in Special Education

2021 ◽  
Vol 108 (1) ◽  
pp. 43-49
Author(s):  
Julia Clipper ◽  
Keishel X. Lee
Keyword(s):  
Special Education ◽  
Music Education ◽  
Special Needs ◽  
Music Composition ◽  
Creative Thinking ◽  
Music Educators ◽  
Students With Special Needs ◽  
Wide Range ◽  
Ability Levels

Composition is an important and creative part of any child’s music education, yet many music educators feel unprepared to teach composition to students with special needs. This article explores the value of incorporating music composition in a special education classroom and outlines two compositional lessons based on creating a musical scenery. The first lesson took place in a classroom with seven students, ages six to twenty-three, and the follow-up lesson involved fourteen students, ages four to twenty-three, all possessing a wide range of ability levels. By encouraging students to collaborate and freely compose, teachers can guide students with special needs beyond playing precomposed music and into creative thinking and building an overall sense of confidence, community, and musicianship.

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