Differentiated Instructions:

Differentiated Instructions:

Differentiated Instructions are required to teach and support students in a range of different academic backgrounds. You need to consider each students learning habits, interests and readiness. Instructions can be differentiated instructions in 3 ways: what you want the student to be able to do, how you teach to them and how you assess them. This needs to be assessed throughout all grades, each varying on the needs of the individual students.  During one of my placements, students who had a learning disability, were presented with instructions in a different way. They were accompanied by a teacher in a small group at the back of the classroom. Manipulatives and visuals were used to present and explain concepts to them. As well, they were given one-on-one instructions. The material they were taught was simpler and the expectations were modified. As well, students were given accommodations ( in which they were provided with assistance using methods such as manipulatives, Physical aids and visual aids) and modifications in material taught. During class work and tests, students were allowed to sit at the back table and the questions were read by the teachers, they were given manipulatives and a modified version of a test. Another alternative, that was used in other classrooms, with students with different needs was that the same test was given but it was assessed differently. Differentiated instructions can also be provided using tiered lessons, in which different levels of task can be adapted to the unique needs of the students. These different levels of a lesson are determined by the teacher. It involves the extent to which students are provided with assistance, whether it be one-on-one assistance, peer tutoring or group work. It is also based on how structured the lesson is.  A more structured lesson is more helpful for students with special needs. Tiered lessons also look at the complexity of lesson and process of complexity required to complete a task. It is important for us as teachers to ensure needs of each of our students are met to the best of our ability. Each child is unique and we have to ensure each child is given an opportunity to work to the best of their ability.

Some assistive technology that can be used in the classroom:

·         Kurzweil/ Premier Scan and Read. The Kurzweil reads scanned and converted texts.

·         Apps on the ipad. Such as wordly. (in which students can type something and the computer reads it out loud.)

·         Smart Ideas

·         Clicker 5

·         Co-writer

·         Board maker

·         Dragon Naturally speaking.

 

There are many advocacy groups available that teachers in Ontario that teachers can use to assisst them. They provide information on the problem and various resources for parents and teachers to use. Some are listed below:

http://www.edu.gov.on.ca/eng/parents/speced.html

Association for Bright Children of Ontario
http://www.abcontario.ca/

Learning Disabilities Association of Ontario (LDAO)
http://www.ldao.ca/

Canadian Association of Community Living
http://www.cacl.ca/

VOICE for Hearing Impaired Children
http://www.voicefordeafkids.com/

Integration Action for Inclusion in Education and Community
http://www.integration-inclusion.com/

Ontario Association for Families of Children with Communication Disorders (OAFCCD)
http://www.oafccd.com/

Parents for Children's Mental Health
http://www.pcmh.ca/

The Canadian Hearing Society (CHS)
http://www.chs.ca/

Spina Bifida and Hydrocephalus Association of Ontario
http://www.sbhao.on.ca/

Tourette Syndrome Foundation of Canada
http://www.tourette.ca/

Silent Voice Canada
http://www.silentvoice.ca

Bob Rumball Foundation for the Deaf
http://www.bobrumball.org/

Ontario Cultural Society of the Deaf
http://www.deafculturecentre.ca/Public/Index.aspx

Ontario Association for the Deaf
http://www.deafontario.ca/