Differentiated Instruction: Meeting the Needs of All by Marcie Nordlund
By Marcie Nordlund
Bargains lecturers functional and confirmed tools of guideline for operating with a wide selection of inexperienced persons of their study rooms.
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Additional info for Differentiated Instruction: Meeting the Needs of All Students
Example text
While the purpose of this lesson for other students is to compare the cost and efficiency of different transportation systems, the student with special needs may be learning how to appropriately participate in a group discussion, take turns, or work cooperatively. These skills cannot be taught to a student in isolation, but only by participating with his peer group. At other times, instruction may need to take place outside of the regular classroom. Food preparation may need cooking facilities.
It is important that parents know early that these changes in instruction will occur. By high school, students with significant cognitive impairments often need the majority of instruction spent on a functional curriculum. Standard algebra has little meaning and relevance, whereas instruction in money usage has a direct effect on the child's ability to be independent in the future. Rule #7 Always begin with the end in mind. -Stephen Covey STUDENTS W I T H COGNITIVE IMPAIRMENTS 27 As a child with cognitive impairments ages and the curriculum changes, teachers must determine what aspects are most valuable for the student to learn.
And there are still even more children within a classroom who have difficulties staying on task but who have no medical or educational diagnosis. Attention deficit disorder and attention deficit with hyperactivity disorder are both neurological disorders clinically determined using neuropsychological testing, observation, teachedparent questionnaires, and child interviews. Although clinical diagnosis is made through a member of the medical profession, many children demonstrate the characteristics of attentional difficulties and are never seen by a doctor.