2. What is special needs?
any of various difficulties (such as a
physical, emotional, behavioral, or
learning disability or impairment) that
causes an individual to require
additional or specialized services or
accommodations (such as in education
or recreation) students with special
needs
3. Ch.4- Ensuring students
understand instruction-Main
ideas
Instructions should be explicit rather
than implicit
Instructions should be worded clearly
Instructions should be worded simply
Subtle shifts in wording can produce
significant differences
Instructors should have learners
repeat back instructions to ensure
understanding
4. Key terms to know
Disability: any condition of the body or mind that makes it more
difficult for the person with the condition to do certain
activities and interact with the world around them
FAPE(free and appropriate education): requires a school district
to provide all qualified persons with disabilities to “free
appropriate public education” (Section 504 of the Rehabilitation
Act of 1973)
IEP(individualized education program): looks closely at the
individual’s educational needs and guides the delivery of special
education supports
IFSP(individualized family services plan): focuses on the child
and family, and services that a family needs to help enhance the
development of the child
LRE(least restrictive environment): is required by federal law
that students receive their education, to the maximum extent
appropriate, with nondisabled peers in their neighborhood
schools
RTI(response to intervention) : a multi-tier approach to the early
identification and support of students with learning and
behavior needs
504 plan: part of Section 504 of the Rehabilitation Act that
ensures that all individuals, no matter their disability, should
not be discriminated against, guaranteeing children with
disabilities equal access to an education
5. How do students
understand instruction?
Listing, writing, printing the materials that
will be used for that lesson will help students
understand what resources they have to meet
their goals/objectives for the day (p.28)
Listing the steps in a check-off or to-do
format helps guide students and maintain
their pace, as opposed to reading from a
manual format (p.28)
There are many ways to represent the
instructions, be creative!
6. How to help students
understand instruction:
Example from afterschool
program instruction in
science
7. Special education in science: Key points for
understanding instruction in science
Key 1: Gain
students’ full
attention-
Attention
getters- “No
bees, no honey!”,
“No work, no
money!”
Key 2: Provide
written and oral
instructions-
“Step 1- pay
attention to key
points in video,
Step 2- find your
designated
partner as shown
on the board…”
Key 3: Repeat
instructions- “A
friendly reminder,
please make sure
to use only the
provided website
for reference, and
colored drawings
are required”
Key 4: Chunk
instructions- “ I
will provide the
next steps once
we have turned
our attention
from our
screens to the
whiteboard”
Key 5: Solicit tell-
backs and show-
mes- “Does everyone
understand what a
germ is? Please raise
your hands if you
need more
clarification”. “Who
can tell me the next
step after pairing
up?”
9. References
Gore, M. C. (Ed.). (2010). Inclusion strategies for secondary
classrooms : Keys for struggling learners. SAGE Publications.
Ryan, K., Cooper, J. M., & Bolick, C. M. (2016). Those who can, teach.
Cengage Learning.
