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Differentiated Instruction For Students with Significant Challenges What is the Least Dangerous Assumption (LDA)? The student IS competent Think of the disabling condition in a new light – which does not limit achievement or expectations 5 Reasons Why the LDA Should Presume Competence Human intelligence is a multi-faceted construct rather than a uni-dimensional characteristic. Most students with significant disabilities have difficulty communicating and assessments of their “I.Q.” are seriously flawed. Research shows that a growing number of children and adults labeled “retarded” show they are more capable when they have a means to communicate. 5 Reasons Why the LDA Should Presume Competence, continued To presume “incompetence” could result in harm to our students if we are wrong. Even if we are wrong about students’ capacities to learn in general education curriculum content, the consequences to the student of that incorrect presumption are not as dangerous as the alternative. (Jorgensen McSheehan, TASH 2004) Individual and Group Reflection Reflect on the LDA concepts Turn to a fellow participant and discuss the one that impacted you the most. A New Image In a differentiated classroom, the teacher proactively plans and carries out varied approaches to content, process, and product in anticipation of and response to student differences in readiness, interest, and learning needs. (Tomlinson, 2001) Differentiated classroom? Students with severe disabilities and typical peers….. Teachers: Begin where students are Accept that learners are different in important ways Are ready to engage learners through different modalities Appeal to varying interests Vary degree of complexity Ensure that student competes against self to assess growth (Tomlinson, 1999) There is Nothing So Unequal As The Equal Treatment Of Un-equals LEARNING STYLES Auditory Learners Visual Learners Tactile – Kinesthetic Learners MULTIPLE INTELLIGENCES Linguistic Intelligence (word smart) Logi