Differentiated Instruction

Differentiated Instruction (DI) recognises the diverse needs of learners in a class by adapting the curriculum, or providing support, to meet the needs of each individual based on their strengths and interests. It is an evidence based approach developed for classrooms using a standard based curriculum so has significant relevance to the areas of the New Zealand curriculum assessed through National Standards. This artefact summarises an article that explains an evidence based DI approach for inclusive education and explores the type of evidence used by the author. It then goes onto look at adaptations I have made in my own classroom that align with inclusive practices advocated by this DI model.

Article Summary
Title: Differentiated Instruction: Inclusive Strategies for standards-based learning that benefit the whole class Author: D. Lawrence-Brown Date: 2004 Journal Title: American Secondary Education Volume, Issue, Page: 32, 3, p.34 This article begins with the description of 4 students with diverse learning needs in a secondary school classroom: Jo: high needs Andy: moderate needs Nita: gifted, especially in science, English as a second language John: average student, lacks motivation, excels in athletics

When used in conjunction with high expectations, Lawrence-Browns Model of Differentiation accommodates the diverse learning needs of the children like those described, facilitating the success of students who are at risk of failing in a standards-based classroom. This is achieved through a person centred approach. Each area of the model is explained below.

Achieving General Curriculum Standards Through Additional Support Adaptations of this kind would be relevant to children with moderate learning needs, low motivation or non-native speaker such as Andy, Nita and John as well as students with behavioural difficulties and difficulties accessing the curriculum through reading and writing. Additional support could include: 1. Access to the curriculum Assistive technology speech recognition programs, taped books Scaffolding to find a solution rather than guess - manipulatives, visual aids, charts, summaries, pictures, audio Personal Assistant adult or peer, care must be taken to avoid over dependence

2. Adding Structure Emphasising key concepts and skills Providing clear explanations and examples Systematic breakdown of skills and concepts into clear steps Making specific connections with prior knowledge Fade assistance to gradually increase independence

Goal Adaptation to the General Curriculum Adaptations of this kind are relevant to both students with high needs like Jo and students with special abilities like Nita and John. High needs are accommodated through a prioritised curriculum and special abilities are accommodated through an enriched curriculum.

1. Enriched Curriculum can be facilitated though: Co-operative groups Independent study

It is important to ensure these tasks are still linked to the work of the whole class so the student experiences inclusion. This form of adaptation is often relevant to other groups marginalised by ethnicity, gender, culture or language. 2. Prioritised Curriculum This offers a balanced focus between general curriculum and functional skills. Adaptions are made to the general curriculum to address specific IEP goals e.g. when the class is working on a narrative composition a student with high needs maybe working on handwriting and fine motor skills; work on the same curriculum area as the rest of the class is the difference between inclusion and presence.

Other considerations covered in the article 1. Promotes inclusive classrooms as: Raising achievement in both social and academic skills for students with disabilities and normal students. No decrease in achievement in either group has been reported compared to segregated special and mainstream settings. Providing authentic setting for acquiring communication, motor and interpersonal skills Preparing students for the transition into society Facilitating co-operative learning

2. Other learning approaches beneficial to all students: Authentic instruction e.g. learning science knowledge through a partnership with a local botanical garden Community Based Instruction e.g. acquiring skills for crossing the road

3. Effectiveness can be evaluated through IEPs or existing assessment practices, it should be kept simple 4. Caution should be exercised to: Avoid parallel tasks or fixed groups

Recognise that needs change across students and from lesson to lesson Consider learning styles, multiple intelligences, cultural and linguistic factors and creative ability as well as levels Provide professional development for staff involved Keep it manageable

Evidence Based Research Informing this DI Model

The adaptations to the standards based curriculum proposed by Lawrence-Brown provide an example of evidence based practice with an emphasis on Research Evidence 1. Research Evidence The article references 67 sources, only 2 of which are by the author herself. The sources span from 1916 to 2002 with the majority being written after 1988. 2. Practitioner Skills and knowledge The prioritised curriculum uses the skills and experiences of the class teachers as well as other professionals in the students team. 3. Client and content The comprehensive profiles provided for each student reflects the importance of the individuals and familys lived experiences.

How Differentiated Instruction Facilitates Inclusion in Our Classroom

Additional Supports: 1. Assistive Technology Ipad/ laptop/Talking Tin/ digital camera Pencil grips/ fiddle toys/ timers/visuals Tactile resources for maths

2. Scaffolding Buddy reading sessions with an older class Older buddies for support in the playground

Mixed ability small groups for morning reading rotation Maths buddies from within the class for whole class maths warm up sessions

3. Structure Individual visual timetable with moveable velcro pictures Whole class timetable on the interactive white board Tasks broken down to allow access to all children e.g. stages of writing an information report Pictures of the sequence of steps involved in an art project Building on past knowledge facilitated by books stored on the IWB

Goal Adaptation to the General Curriculum: 1. Prioritized Curriculum Teacher aide support primarily for 2 high needs children but she also supports others when appropriate IEP goals and weekly lunchtime review with TA on progress and next steps Adaptation of the classroom environment to provide low stimulus area if required Resources supplied by RTLB Structured break times using a card for requesting a 5 minute break with a buddy Inclusion in the class program through use of IWB, helping to prepare resources or next task as well as modified version of the whole class task. Direction set by collaborative team including class teacher, grandfather, health nurse, speech therapist, educational psychologist, TA, RTLB and SENCO

Evidence Based Research Informing Inclusive DI Practices in our Classroom

In contrast to the model developed by Lawrence-Brown most of the evidence on which our inclusive classroom practice is based comes from our own experiences and knowledge and that of colleagues, particularly specialist from an individual childs team. This knowledge is supplemented by professional development and some academic reading. We have worked hard

to develop strong relationships with all our families, including those of children with special needs. Feedback, ideas and information from a range of families have informed our practices. We also use a teaching as inquiry approach which ensures any interventions are monitored, adapted or built upon. Our next goal would be to include evidence from the research circle of the EBP model.

Conclusion
Despite the sharp contrast in the evidence used by Lawrence-Brown being mainly research evidence and the evidence used in our classroom practice coming from the practitioner knowledge and young person and family circles of the EBP model I can identify many similarities. Having a model to position our practices will facilitate more structure and reflection when considering implementations, ensuring that their relevance to an inclusive setting is of high priority. Maybe the most powerful lesson from Lawrence Brown was the importance of children with special needs having an active participation in the class and not simply being present in class by doing a parallel task. I have long believed that there is nothing I do in my classroom for a child with special needs that does not also help at least one other child or very often the whole class. This belief is now supported by evidence shared in this in the Lawrence-Brown article.

References
Hoover, J., & Patton, J. (2004). Differentiating standards-based education for students with diverse needs. Remedial and Special Education, 25, 74. doi:DOI: 10.1177/07419325040250020101 Lawrence-Brown, J. (2004). Differentiated iInstruction: Inclusive strategise for standards-based learning that benefit the whole class. American Secondary Education, 32(3), 34. Ministry of Education. (n.d.). Enhancing Effective Practice. Retrieved September 2013, from http://specialistteaching.net.nz/file.php/83/5_Evidence_based_Practice/EBP-from_Minedu_Spri ngboards_to_Practice.pdf