Monday, May 21, 2018

12 Strategies to Engage Students Who Work Below Grade Level During Instructional Time

Supporters of inclusive education believe that students with ID should be participating to the maximum extent possible (and with appropriate supports) in the classroom lessons and activities

In doing so, we presume competence in the student's ability to learn and participate in education. In other words, we can't assume that the student with ID will not learn what we are teaching. 

However, teachers and parents often wonder what the student with ID can be doing while the rest of the class is listening to the teacher lecture, presention, or discussion. This is a legitimate concern. Understandably, some of the concepts of the lesson may not be at the learning level of the student - particularly if the student is on a modified program

So, one of the most common questions I hear with regards to inclusive education is, how can teachers keep students who work below grade level engaged and learning during class instruction? Well, in addition to providing a modified lesson activity, teachers need to back up and think about providing instructional supports and modifications to the lesson delivery. 

Thus, I have put together a list of strategies that teachers can use to reach and teach students with intellectual disabilites during classroom instruction: 

1. Outlines - Give a partially completed outline of the lecture that the student fills in at key points before, during, or after the lesson. 




2. Lecture Q & A - Give student a handout that asks questions about concepts in the lecture. Student answers questions as lecture is given. 

3. True or False? - Give student True or False questions to answer during lecture.  




4. Concept Mapping - Student draws a concept map as the lecture progresses to demonstrate understanding of lesson.




5. Doodle Notes - Student illustrates a concept or idea from the lesson during or after lecture. 




6. Focused Listening - List several main concepts given during the lecture and have students check off the concepts/make notes about concepts as the lecture progresses.

7. Scavenger Hunt – have student look for key vocab and concepts in lecture text




8. Pre-read – have student read text, watch videos, and/or complete a related activity prior to the lecture

9. Watch – have student watch teacher-created or recommended video and/or interactive lessons prior or during lecture

10. Guided Note Taking – teach student how to take notes through guided note taking. See the following for more info: 








11. Pre-read Lecture Notes – give student the lecture notes prior to or during instruction.




12. Audio Recordings – have student listen to a developmentally appropriate audio recording on the topic during lecture.


Do you have any more strategies to add to this list? Comment below!!

Friday, May 4, 2018

Including Students with Disabilities in Classroom Lessons - Part One



In a previous post, I discuss the different layers of inclusion within a successfully, inclusive school. Inclusion must exist within the community, school, classroom, AND LESSON. 

It is inclusion within the class lesson that can truly make or break an inclusive opportunity. It is not enough for a student with disabilities to be physically present within the general education classroom, without participating in the class lessons. 

Having access to class lessons allows the student opportunities in the education process that is equal to his or her peers, an opportunity to learn and grow beyond what his/her current ability level, 

Class lessons bring students together for a shared learning experience. They build community. They faciliate conversation. They are the building blocks for future units of study.

How do teachers facilitate inclusion within a classroom lesson? Well, first they need to know what grade level the student is working at. If the student has an IEP and is on a modified educational program, then the student does NOT need to be working at the same grade level as his or her peers. 

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Once the teacher establishes the grade level of the student's ability in a particular subject area, then the lesson needs to be modified. This means that subsitutions, additions, and deletions are made to the lesson to make it more developmentally appropriate for the student. For example, modifications can be made to simplify the lesson concept, change the learning outcomes, change the instructional method, and/or alter the content. 

For ideas and strategies to actually make lesson modifications, you can check out Inclusion in Action: Practical Strategies to Modify Your Curriculum. In addition to 40 strategies that will alter and modify lessons for students who work below grade level, it has background information on inclusion, the latest research on the benefits of inclusion, tips for inclusion, and printable templates. 

In my next post, I will be outlining ways in which teachers can engage students with disabilities during direct instructional time - the part of the lesson when the teacher is lecturing and delivering content. Stay tuned!!