Differentiating instruction is more complex than just providing different students with different learning experiences. Learn about this distinction by reading classroom examples that contrast differentiated literacy instruction with simply different instruction.
Mary Ruth Coleman, Virginia Buysse, Jennifer Neitzel
Some young children show signs that they may not be learning in an expected manner, even before they begin kindergarten. These children may exhibit problems in areas such as language development, phonological awareness, perceptual-motor abilities, and attention, which have been considered precursors of learning disabilities in older children. However, under current state and federal guidelines, these children are unlikely to meet eligibility criteria for having a learning disability. This is because formal identification of a child’s learning disability generally does not occur until there is a measurable discrepancy between the child’s aptitude and academic achievement, often not until the second or third grade.
Helping struggling readers in the general classroom is a challenge, but The Access Center offers a solution. By using Response-to-Instruction’s tiered approach and Universal Design’s equal access philosophy, you can bridge the gap so that you are truly leaving no child behind.
The purpose of this National Joint Committee on Learning Disabilities (NJCLD) report is to examine the concepts, potential benefits, practical issues, and unanswered questions associated with responsiveness to intervention (RTI) and learning disabilities (LD). A brief overview of the approach is provided, including attributes, characteristics, and promising features, as well as issues, concerns, unanswered questions, and research needs.
Learn what questions to ask about Response to Intervention (RTI), an approach to helping struggling learners that is gaining momentum in schools across the country. This article from the National Association of School Psychologists tells you the most important features of the process, key terms, and RTI’s relationship to special education evaluation.
RTI is not a particular method or instructional approach, rather it is a process that aims to shift educational resources toward the delivery and evaluation of instruction that works best for students. This article provides a quick overview of RTI as it relates to reading.
From tailored learning experiences to flexible school structures, there are certain characteristics of instruction that is designed to meet the needs of individual students. Learn about these characteristics in this overview of what it means to teach every child.
From relying on research to assessing often, these principles of good instruction provide teachers with strategies for promoting their students’ reading achievement.
More schools are using a process called Response to Intervention (RTI) to see if a child might have a learning disability. Response to Intervention provides specially designed instruction for children who have scored low on general tests. The students are tested — sometimes as often as every week — to measure progress. Those who improve after the instructional intervention go back to their normal classroom activities. Those who do not improve receive additional testing to confirm the presence of a disability.
Differentiation means tailoring instruction to meet individual needs. Whether teachers differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction.
