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Using ladder to differentiate march 2011
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Using ladder to differentiate march 2011

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  • 1. Using the Ladder to differentiate the curriculum Student/client: _________________The purpose of this chart is to assess the level of differentiation needed according to the physicalaccess needs of your student.Step Access Needs Class Activity Differentiation Outcome16 Independent free writing*** setting up own equipment..15 Independent free writing with*** assistant setting up equipment.14 Able to free write with*** assistant encouraging.13 Able to free write opinions** with assistant leading.12 Free writing more than one*** paragraph.11 Free writing one paragraph.**10 Free writing one sentence.**9* Simple quiz. Free writing one word answer. Assistant doesn’t scaffold.8* Single point from a range of options to share opinion.7* Single point to the user’s choice out of 2 to share opinion.6* Slightly more complex quiz. Assistant knows answer so can scaffold.5* Simple quiz. Assistant knows answer so can scaffold.4* Long sequence. May be free writing.3* Short sequence from multiple choice. Put in order.2* Single point from multiple choice.1* Matching using a single point.* Assistant may anticipate response from a small range.** Assistant may anticipate response from a context.*** Assistant will only be likely to anticipate response as the communication progresses.Marion Stanton 2011 Adapted from Darlene Hanson 2010, M. Stanton & P. Jacobsen 2010; R. Crossley 1994