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1、LosAngelesUnifiedSchoolDistrictDivisionofSpecialEducationSchoolsforAllChildrenDifferentiatedInstructionforStudentswithSignificantChallengesDonnalynJaque-AntónAssociateSuperintendentDifferentiatedInstructionForStudentswithSignificantChallengesWhatistheLeastDangerousAssumpti

2、on(LDA)?ThestudentIScompetentThinkofthedisablingconditioninanewlight–whichdoesnotlimitachievementorexpectations5ReasonsWhytheLDAShouldPresumeCompetenceHumanintelligenceisamulti-facetedconstructratherthanauni-dimensionalcharacteristic.Moststudentswithsignificantdisabilities

3、havedifficultycommunicatingandassessmentsoftheir“I.Q.”areseriouslyflawed.Researchshowsthatagrowingnumberofchildrenandadultslabeled“retarded”showtheyaremorecapablewhentheyhaveameanstocommunicate.5ReasonsWhytheLDAShouldPresumeCompetence,continuedTopresume“incompetence”couldr

4、esultinharmtoourstudentsifwearewrong.Evenifwearewrongaboutstudents’capacitiestolearningeneraleducationcurriculumcontent,theconsequencestothestudentofthatincorrectpresumptionarenotasdangerousasthealternative.(Jorgensen&McSheehan,TASH2004)IndividualandGroupReflectionReflecto

5、ntheLDAconceptsTurntoafellowparticipantanddiscusstheonethatimpactedyouthemost.ANewImageInadifferentiatedclassroom,theteacherproactivelyplansandcarriesoutvariedapproachestocontent,process,andproductinanticipationofandresponsetostudentdifferencesinreadiness,interest,andlearn

6、ingneeds.(Tomlinson,2001)Differentiatedclassroom?Studentswithseveredisabilitiesandtypicalpeers…..Teachers:BeginwherestudentsareAcceptthatlearnersaredifferentinimportantwaysArereadytoengagelearnersthroughdifferentmodalitiesAppealtovaryinginterestsVarydegreeofcomplexityEnsur

7、ethatstudentcompetesagainstselftoassessgrowth(Tomlinson,1999)ThereisNothingSoUnequalAsTheEqualTreatmentOfUn-equalsLEARNINGSTYLESAuditoryLearnersVisualLearnersTactile–KinestheticLearnersMULTIPLEINTELLIGENCESLinguisticIntelligence(wordsmart)Logical-mathematicalIntelligence(n

8、umber/reasoningsmart)SpatialIntelligence(picturesmart)Bodily-kinestheticIntelligence(body