Transcript Collaboration

Collaboration in Teacher Education
to Serve Diverse Learners
The CSU Teacher Education Task Force
Nancy Hunt, Ph.D., CSULA
[email protected]
CSU Teacher Education Professional Development Conference
March 9, 2007
San Francisco
 For more information, contact:
Nancy Hunt, Ph.D.,
California State University, Los Angeles
[email protected]
The CSU Teacher Education Task Force
Michelle Cepello, CSU Chico
Elva Duran, CSU Sacramento
David Ellerd, Humboldt State
Christopher Foster, CalStateTEACH
Anne Graves, San Diego State University
Marquita Grenot-Scheyer, CSU Long Beach
Dana Grisham, CSU Center for the Advancement of Reading
Josh Harrower, CSU Monterey Bay
Nancy Hunt, CSU Los Angeles
Rita Johnson, CSU Sacramento
Chris Kolar, Cal Poly Pomona
Carolyn Nelson, San Jose State University
Melinda Pierson, CSU Fullerton
Dana Powell, CSU Fresno
Sue Sears, CSU Northridge
Linda Smetana, CSU East Bay
 Our work was supported by the
Boeing Corporation.
 Boeing’s Steven B. Chesser, Subject
Matter Expert for Education, Boeing
Global Corporate Citizenship,
participated actively on the Task
Force.
Today’s Participants:
 Chris Foster, CalState TEACH
 Marquita Grenot-Scheyer, Associate Dean of
Education, Cal State Long Beach
 Nancy Hunt, Cal State Los Angeles
 Deborah Deutsch Smith, Claremont
Graduate University, IRIS Center for Faculty
Enhancement
Goals for the Student
The Student
Access to the Core Curriculum
Social Integration
The Framework of Support
Keith Haring
For Students with Special Needs
The Framework of Support
The Student
Access to the
Core Curriculum
Goals:
Means:
Social Integration
Differentiated Teaching and
Individualized Learning
Instructional
Materials and
Technologies
Through:
Assessment and
Progress
Monitoring
Teaching
Strategies
Accommodations
& Curricular Adaptations
Assistive
Technology
Keith Haring
In order for the framework to be effective,
collaboration between general educators,
special educators, and families must occur.
Old Concept: Mainstreaming
Assumption:
The mainstreamed student
was achieving at or near
grade level.
Newer Concept: Inclusion
Assumption:
The mainstreamed student
was achieving at or near
grade level.
Access to Core Curriculum
Exclusion
Parallel: Mainstreaming
Inclusion
Special Education
General
Education
GEN
SPED
EL
Title 1
SPED
Legislation
Education for All Handicapped Children Act (94-142), IDEA (P.L. 101-476),
and reauthorizations
Philosophical Perspective
Normalization, Quality of Life, Strength Based, Partial Participation, Access to Core Curriculum,
(Full)Participation in Core Curriculum and Standardized Testing
Mary Dingle
Accommodations and
Curricular Adaptations
CSU TEACHER EDUCATION TASKFORCE
Elva Duran, CSU Sacramento,
Chris Foster, CalState TEACH,
Rita Johnson, CSU Sacramento
Organization of Each Major Topic
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Major Concepts
Discussion
Conclusion
Activities and Assignments
Resources
PowerPoint Slides
References
Accommodations and
Curricular Adaptations
 Major Concepts
An accommodation…
 allows the student to complete the same
assignment or test as other students, but
with a change in the timing, formatting,
setting, scheduling, response and/or
presentation.
 Examples:
 A student who is blind takes a Braille
version of a test
 A student takes a test alone in a quiet
room.
Accommodations are
Tools and procedures that
provide equal access to
instruction and assessment for
students with disabilities.
Designed to "level the playing
field" for students with
disabilities.
Accommodations are generally
grouped into the following categories:
 Presentation (e.g., repeat directions,
read aloud, use of larger bubbles on
answer sheets, etc.)
 Response (e.g., mark answers in book,
use reference aids, point, use of
computer, etc.)
 Timing/Scheduling (e.g., extended
time, frequent breaks, etc.)
 Setting (e.g., study carrel, special
lighting, separate room, etc.).
As an example…
College Board Accommodations
Four categories:
Presentation
Responding
Timing
Setting
Presentation (College Board)
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Large print (14 pt; 20 pt)
Fewer items on each page
Reader
Colored paper
Use of a highlighter
Sign/orally present instructions
Visual magnification (magnifier or magnifying machine)
Auditory amplification
Audiocassette
Colored overlays
Braille
Braille graphs
Braille device for written responses
Plastic covered pages of the test booklet
Responding (College Board)
 Verbal; dictated to scribe
 Tape recorder
 Computer without spell
check/grammar/cut & paste features
 Record answers in test booklet
 Large block answer sheet
Timing/Scheduling (College Board)
 Frequent breaks
 Extended time
 Multiple day (may/may not include
extra time)
 Specified time of day
Setting
(College Board)
Small group setting
Private room
Screens to block out distractions
Special lighting
Special acoustics
Adaptive/special furniture/tools
Alternative test site (with proctor
present)
 Preferential seating
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Now for curricular
modifications, also called
adaptations…
A curricular modification or
adaptation…
 is an adjustment to an assignment or test
that changes the standard or what the test
or assignment is supposed to measure.
 Example:
 Student completes an alternate assignment that
is more easily achievable than the standard
assignment.
Source: School accommodations and modifications. Families and Advocates Partnership
for Education (FAPE), October 31, 2001. (www.fape.org/)
 “The goal of adaptations is to provide
all students with the opportunity to
participate to the maximum extent
possible in typical activities of the
classroom”.
(Deschenes, Ebeling, & Sprague, 1994, p.13, in Bos & Vaughn, 2006).
When determining whether
adaptations are necessary…
Consider:
 Demands of the lesson
 Skills of the learner
 Mismatch?
 Adaptations may be necessary
As an example…
Myra
Curriculum and Activities
 10th grade text
 Read chapter
 Answer comprehension
questions
 Take short answer test
 Choose extension
activity- poster,
newspaper article,
illustration of content
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Myra’s performance
Reads at 5th grade
level
Average intelligence,
understands grade
level material
Writes slowly, poor
speller, but content is
understandable
Loves to draw
Myra
Discrepancies
 Reading level
 Writing Skills for
comprehension
questions, test and
extension activities
Instructional Solution
 ??????
Develop an instructional solution
How do I
do that?
Here’s a hint….
Accommodations and Modifications
 Involving the environment
 Involving instruction- input and
output
 Involving materials
 Involving student performance
Accommodations and Modifications
Ecological
Instructional
Stimulus
(input)
Where
When
Curricular
Instructional
Student
Response
(output)
With Who
Supplementary
Simplified
Alternative
Janney and Snell via Mary Dingle
Ecological
 Who- change the people
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Use different teacher for particular subject
Reduce student to teacher ratio
Change the number of peers with whom the
student is grouped with
Provide more intensive adult or peer assistance
 When- Change the schedule
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Provide additional breaks
Find opportunities for student to spend time with
preferred adults or peers
Give tests at certain time
 Where-change the place
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Provide access for privacy
Place student’s desk in a strategic place
Instructional
 Adapting the Student Response or Output
 Level of difficulty or amount
 Modality
 Format/Materials
 Adapting the Instructional Stimulus or
Input
 Level of difficulty or amount
 Modality
 Format/materials
Curricular
 Traditional vs. Special Ed Curriculum
 Supplementary Curriculum
 Basic skills- reading, writing, math
 Skills that are applied across the day
 Social skills, study skills, learning strategies
 Simplified Curriculum
 Teaching simplified objectives
 Emphasizing fewer skills and concepts
 Alternative
 Functional Skills (domestic, vocational, academic
recreation and leisure, self management)
 Partial participation
1. Can the student participate in the same way as all other students? YES = stop here NO=
go on to question #2
2. Which of the following supports and or modifications (one or more) are necessary for the
student’s full participation in the activity?
Modifications
of Materials
Ecological
Modifications
1. Adding Materials
2. Adapting Materials
3. Substituting
Materials
1. Where
2. When
3. With Who
Addition
of Supports
1. Peer Support
2. Adult Support
Modifications
of Expectations
1. Demonstration of
Learning
2. Quality of Work
3. Priority of Goals
4. Alternate Curriculum
Myra
Can she participate the same way as her other peers?
If not, what support does she need?
 Ecological (environmental) support (where or
when)?
 Peer or adult support?
 Modifications of materials (supplemental, simplified,
alternative)?
 Modifications of expectations (demonstration of
learning, quantity of work, priority of goals,
alternative curriculum)?
 Thanks to Mary Dingle, Ph.D.,
Sonoma State University, for the
slides illustrating curricular
adaptations.
We believe that differentiating
instruction in the manner
represented by our work will help
teachers become better teachers
of ALL students.
Take as an example
 Universal Design in architecture
Curb cuts…
ramps
 Now the concept of Universal Design
has extended into Universal Design
for Learning (UDL)
 UDL calls for development of provide
materials that are accessible to
different kinds of learners.
Universal Design for Learning
UDL calls for…
 Multiple means of representation, to give
learners various ways of acquiring
information and knowledge,
 Multiple means of expression, to provide
learners alternatives for demonstrating what
they know,
 Multiple means of engagement, to tap into
learners' interests, offer appropriate
challenges, and increase motivation.
http://www.cast.org/about/index.html
Resources:
Accommodations and Curricular
Adaptations
IRIS materials
The IRIS Center for
Faculty
Enhancement
Project # H325F010003
Four IRIS Modules: Accommodations
1. Accessing the General Education
Curriculum
2. Accommodations to the Physical
Environment
3. Accountability
4. Instructional Accommodations
Resources:
Accommodations and Curricular Adaptations
2. National Dissemination Center for Children
with Disabilities Resource List:
Adaptations & Accommodations for
Students with Disabilities
http://www.nichcy.org/pubs/bibliog/bib
15txt.htm
Also:
http://www.nichcy.org/pubs/bibliog/bi
b15.pdf
CAST: National Center on Accessing the General Curriculum
http://4.17.143.133/ncac/Curricul
um385.cfm
Beach Center on Disability
http://www.beachcenter.org/LongDescri
ptions/default.asp?Describe=Access_t
o_the_General_Curriculum
Resources:
Accommodations and Curricular Adaptations
Books:
Bos, C. S., & Vaughn, S. (2006). Strategies for teaching
students with learning and behavioral problems (6th
ed.). Boston: Pearson/Allyn and Bacon.
Janney, R., & Snell, M.E. (2004). Modifying schoolwork (2nd
ed.). Baltimore: Paul H. Brookes.
Nolet, V. & McLaughlin, M. (2000) Accessing the General
Curriculum: Including students with disabilities in
standards-based reform. Thousand Oaks, California:
Corwin Press, Inc.
Wehmeyer, M.L., Sands, D.J., Knowlton, H. E., Kozleski, E.B.
(2002). Providing access to the general curriculum:
Teaching students with mental retardation. Baltimore:
Paul H. Brooks Publishing.
Now it’s Deb’s turn!
Deb!
Our New Website:
The CSU Teacher Education
“Teaching Commons”
http://www2.cdl.edu/projects/tc/tc_education/
Click on the “Serving Diverse Learners” tab
Small Group Activity
1. Form groups in which at least one person has a
syllabus.
2. Together, come up with one or two ways to infuse
some of the content you learned today into the
course.
3. Identify someone to speak for the group when we
return to the large group.
Next Steps
Planning for Regional Meetings