How to Ensure Students with
Disabilities Access
Common Core Standards
3/21/2016
Sally McGuirk
Lora Parks-Recore
Kelly Wight
SESIS, Regional Special Education Technical Assistance Support1 Center
Application to Students with Disabilities
In order for students with disabilities to meet high academic standards
and to fully demonstrate their conceptual and procedural knowledge
and skills in mathematics, reading, writing, speaking and listening
(English language arts), their instruction must incorporate supports and
accommodations, including:
• supports and related services designed to meet the unique needs of these students and
to enable their access to the general education curriculum (IDEA 34 CFR §300.34, 2004).
• An Individualized Education Program (IEP) which includes annual goals aligned with and
chosen to facilitate their attainment of grade-level academic standards.
• Teachers and specialized instructional support personnel who are prepared and qualified
to deliver high-quality, evidence-based, individualized instruction and support services.
3/21/2016
http://www.corestandards.org/assets/application-to-students-with-disabilities.pdf
2
Application to Students with Disabilities
Promoting a culture of high expectations for all students is a fundamental
goal of the Common Core State Standards. In order to participate with
success in the general curriculum, students with disabilities, as appropriate,
may be provided additional supports and services, such as:
• Instructional supports for learning― based on the principles of Universal
Design for Learning (UDL)―which foster student engagement by
presenting information in multiple ways and allowing for diverse avenues
of action and expression.
• Instructional accommodations (Thompson, Morse, Sharpe & Hall, 2005)
―changes in materials or procedures― which do not change the standards
but allow students to learn within the framework of the Common Core
• Assistive technology devices and services to ensure access to the general
education curriculum and the Common Core State Standards.
3/21/2016
http://www.corestandards.org/assets/application-to-students-with-disabilities.pdf
3
Special Education Field Advisory - June 2014
The Role of the Committee on Special Education in Relation to the Common Core
Learning Standards
• “Access to the general education curriculum occurs when students with
disabilities are actively engaged in learning the content and skills that
define the general education curriculum.”
• “Specific instructional approaches should be selected and utilized by
classroom teachers, in combination with supplemental supports
identified in the IEP, such as accommodations, accessible materials,
assistive technology and/or adaptive equipment, to:
• compensate,
• remediate or
• overcome
the effects of the disability on the student and on his/her learning in the context
of each lesson taught.”
3/21/2016
4
SDI Examples
Accommodations
Adaptive Equipment
Assistive Technology
Modifications
Strategy
Instruction-
Access to information in
order to create an equal
opportunity to
demonstrate knowledge
and skills; expected to
meet same expectations
Devices that are used to assist
with completing activities of
daily living
Any item, piece of equipment,
software or product system
that is used to increase,
maintain, or improve the
functional capabilities of
individuals with disabilities.
Actual change in what a
student is expected to
learn and/or
demonstrate; not
expected to meet same
expectations
Requires “teach
piece” through
explicit instruction
Extended time
Mobility assistance
(e.g. wheelchair, crutches,
prosthetic devices)
Read aloud feature in
software/programs (Adobe)
Shortening assignments
Paraphrase Strategy
Audio recording of text
Sensory assistance
(e.g. hearing aids, communication
devices, braille, picture boards)
Voice To text (VTT)
Alternative curriculum
Particular graphic
organizer
Arranging classroom
seating to reduce
distractions
Use of a calculator or spell
checker
Complete 50% of assigned
math problems for
homework
2-column notes
format
Guided notes
Word processor
Off grade spelling list
Self-regulation/
behavior strategy
3/21/2016
5
SCAFFOLDING
3/21/2016
6
Scaffolding-What it is
• Scaffolding- breaking learning into chunks and then providing
a tool, or structure with each chunk.
• Similar to scaffolding in construction used to support
workers as they compete a task, instructional scaffolds are
temporary support structures educators put in place to
assist students in accomplishing new tasks and tasks they
could not achieve on their own.
• Scaffolds are intentional supports during the learning
process and is designed specifically lead to a deeper level
of student learning.
3/21/2016
7
Scaffolding-What it is * What it is not
IS NOT
IS
• Saying to a group of students
something like “read this nine
page science article, write a
detailed essay and turn it in by
tomorrow”
• Breaking the reading into chunks
and then preview text by
identifying key words, and then
chunking the text and reading
and discussing as you go.
3/21/2016
8
Why Scaffold?
• It provides for a supportive learning environment;
• Teachers become mentors and facilitators of knowledge rather than
dominant experts;
• Students are more active in their learning;
• Scaffolding is what you ALWAYS DO FIRST in instruction. We do this
for ALL students. We continue to scaffold for students who need
assistance with concepts and tasks.
• As student skill’s and abilities improve, supports are faded or
removed.
3/21/2016
9
Some scaffolding strategies
With examples
3/21/2016
10
Some Scaffolding strategies:
SHOW AND TELL
• How many of us say we learn best by seeing something rather than by
hearing about it?
• Modeling for students is a cornerstone of scaffolding;
• Every chance you have make sure you model or show what you are teaching;
• Fishbowl activity: Have a small group students gather in the center, circled by the class. The
group in the center models the activity for the larger group.
• Use think alouds- students are stull developing their cognitive abilities and for them to see
developed critical thinking at work is essential.
3/21/2016
11
Some Scaffolding strategies:
Formative Feedback
• Formative Feedback as a method of scaffolding provides explicit
support to learners during the learning process. Feedback as a type
of scaffolding is not the same as grades; it is “on the go” assistance. It
tells the student where they are and where they need to be.
• Simple corrective feedback reduces cognitive load, as it takes away
the “guess work” of is is right or not…
• Feedback to the learner should address specific features of the learner’s work
in relation to the task- providing suggestions on how to improve.
• Feedback should provide how or why and be provided in small chunks so that
it is not overwhelming or ignored.
3/21/2016
12
Some Scaffolding strategies:
Visual Aids
• Graphic organizers, pictures, concept maps, word gloves, flash cards
and charts can all serve as scaffolding tools. They assist in organizing
information, grasping concepts, sequencing and cause and effect.
• The graphic organizer etc..is NOT the product. It is a scaffolding tool
to help guide and shape a student’s thinking.
•
•
•
•
3/21/2016
2 column note chart to organize notes;
Story web to organize ideas;
Word Gloves to teach vocabulary;
Flash cards/ formula charts to assist in Math.
13
Some Scaffolding strategies:
Flexible Grouping
• Flexible grouping patterns help learners see different ways in which
their peers engage in learning, recognize challenges and learn to work
together. Teachers need to thoughtfully choose group formations to
match learning tasks and curriculum needs.
• Small group instruction- small instructional groups based on students with
similar instructional needs.
• Performance-based groups- Temporary groups based on students with similar
instructional needs
• Collaborative groups- students grouped based on diverse abilities and
characteristics to work and learn form each other.
3/21/2016
14
Scaffolding works because……
3/21/2016
15
High Frequency Words in CCSS
K-5
ELA
Understanding – 33
Read – 28
Write – 22
Demonstrate – 19
Clarify – 18
Develop – 18
Produce – 17
Relationships – 16
Describe – 14
Compare/
Contrast – 13
Explain – 13
Answer – 13
3/21/2016 - 10
Introduce
6-12
Math
Represent – 47
Understand – 40
Solve – 36
Recognize – 27
Interpret – 22
Find – 21
Explain - 21
Compare – 19
Describe – 18
Write – 14
Identify – 12
Understanding – 11
Divide – 9
Determine - 9
ELA
Analyze – 73
Determine – 50
Develop – 41
Research – 33
Clarify – 32
Write – 31
Relationships – 30
Demonstrate – 28
Understanding – 27
Create – 26
Read – 26
Evaluate – 22
Reflection – 20
Comprehend - 20
Math
Solve – 66
Understand – 54
Interpret – 47
Relationships – 45
Find – 43
Graph – 39
Represent – 38
Apply – 34
Describe – 24
Explain – 23
Prove – 21
Write – 19
Compare/
Contrast - 17
16
The critical 55
The verbs
• Which words do I begin with?? P. 31
From Common Core Standards for English Language Arts/Literacy
•
•
•
•
•
•
•
•
Kindergarten: Compare, contrast, describe, distinguish, identify, retell;
1st- demonstrate, determine, draw, explain, locate, suggest, support;
2nd- comprehend, develop;
3rd- organize, refer;
4th- infer, integrate, interpret, paraphrase, summarize;
5th-analyze
6th- articulate, cite, delineate, evaluate, trace;
11th- synthesize
Critical Verbs
•
•
•
•
•
•
•
•
•
•
•
Analyze
Articulate
Cite
Compare
Comprehend
Contrast
Delineate
Demonstrate
Describe
Determine
Develop
•
•
•
•
•
•
•
•
•
•
•
Distinguish
Draw
Evaluate
Explain
Identify
Infer
Integrate
Interpret
Locate
Organize
Paraphrase
Sprenger, 2013
Critical Nouns
• Alliteration
• Analogy
• Argument
• Central Idea
• Conclusions
• Connections
• Connotative Language
• Details
• Evidence
• Figurative Language
• Illustrations
• Interaction
• Metaphor
• Mood
• Point of View
• Rhetoric
Sprenger, 2013
The critical 55
The nouns
• Which words do I begin with?? P. 31
From Common Core Standards for English Language Arts/Literacy
•
•
•
•
•
•
•
1st Connections, details;
2nd- alliteration;
3rd- central/main idea, illustration, point of view, stanza, theme;
4th-conclusion, evidence, figurative language, metaphor, simile, structure;
6th-argument, connotative language, mood, tone;
7th- analogy;
8th- rhetoric;
Ok, now to try a little scaffolding activity…
Show and tell….
I am going to SHOW you a skill that is helpfulI am going to discuss and model as I SHOWYou will then have the opportunity to try this yourself
3/21/2016
21
Vocabulary Word Gloves:
• Analyze:
• Definition on Thumb * Synonyms on first three fingers * Antonym on pinky *
Sentence in middle of glove.
•
•
•
•
Analyze: To break down
Synonym: Examine, tear down, clarify
Antonym: Assemble
Sentence: Jack liked to analyze Emily’s dream.
Practice and quiz with others!!
3/21/2016
22
3/21/2016
23
ACCESS WITH TECHNOLOGY
3/21/2016
24
3/21/2016
25
Accessibility Features in Adobe
• Adobe Reader – Text-to-Speech
•
•
•
•
From menu bar, select “View”
Select “Read Out Loud”
Select “Activate Read Out Loud”
Click on text to be read
• Adobe Reader – Form Filler
• Click “Fill & Sign”
• Use “Add Checkmark” for multiple
choice
• Use “Add Text” for typed responses
3/21/2016
26
Google Chrome
• Dictation
• Read and Write for Google Chrome by TextHelp
3/21/2016
27
iOS Speech Features
• Speak Selection and
• Speak Screen are in the
iPad/iPhone accessibility
settings.
• When turned on, users can
highlight text, and “Speak” will
appear as a choice to apply to
the text/screen.
3/21/2016
28
Audio Format Materials
Recorded books on
Playaway
3/21/2016
• Audible.com/itunes
• Bookshare
• Kurzweil 3000™ Literacy and Reading Programs
• Learning Ally
• Every state library acts as a distribution point for
theNational Library Service for the Blind and
Physically Handicapped, which has a large
collection of books in audio format. You can search
the catalog at their website. Certification of
disability is required.
• A growing number of libraries are providing
downloadable audio books. Ask your library if they
offer this service.
29
Kidspiration
Kidspiration is a program that
allows students to see text
visually organized. Pictures, text,
and numbers can be combined to
help student develop vocabulary,
comprehension, and word
recognition skills.
3/21/2016
30
Solo 6 by Don Johnston
• Solo 6 bundles:
• Read: OutLoud is a text-to-speech program that reads ebooks and online
text.
• Draft: Builder is used for outlining and writing rough drafts.
• Write: OutLoud is a talking word processor, which has an audio spell check
and dictionary.
• Co: Writer is the word prediction software that can be used in Write Out
Loud, Draft Builder, or any other word processor.
3/21/2016
31
Word Prediction
Co:Writer
3/21/2016
32
Assistive Tech Resources
• http://www.udlcenter.org/implementation/examples
• https://dictation.io/
• https://www.texthelp.com
• https://www.bookshare.org
• https://www.kurzweiledu.com
• http://www.learningally.org
• http://www.loc.gov/nls/
• http://donjohnston.com/
3/21/2016
33
References
• Engage NY (2014). Guidance for ELA scaffolding for students with
disabilities. Public consulting grouphttp://www.engageny.com
• Northern Illinois University. (2015). Instructional scaffolding to
improve learning. Faculty development and instructional design
center. http://www.niu.edu/facde
• Abler, Rebecca (2016). Scaffolding lessons-six strategies. Edutopia
http://edutopia.org/scaffoldinglessons
3/21/2016
34