How Can a Student's Individual Needs be Met?
There are numerous ways to meet students’ individual needs in school settings, one of which is highly used in schools; differentiated instruction.
Differentiated instruction: As previously stated, every child learns in a different way. Differentiated learning occurs when he teacher teaches the same concept but in different ways to meet everyone’s diverse levels of knowledge; this can even be done through different activity sheets, teaching methods or the differentiation of assessments. Teachers use differentiated instruction to increase a child’s confidence in learning which will as a result enhance intrinsic motivation for learning and self-directed learning behavior. On a similar note, differentiated instruction occurs in most schools in Lebanon where the teacher is passionate, motivated and trained (Joseph, 2013, p.33). In some schools differentiated instruction is applied and in others not at all; this may vary depending on the school’s philosophy. |
The teacher must first pre-assess the child to determine how much he/she knows about a certain topic and the teacher will plan to differentiate the instruction to bridge the gap(s). As a result of the pre-assessment, the teacher will be able to meet the same objective and reach the same outcomes reaching all students through the implementation of differentiated instruction. The aim is to allow each child to meet the same learning objectives but through different teaching methods and strategies which makes it easier for every child to learn. At the end of the instructive period, the teacher will assess the students to see if the learning objectives and goals have been met. An overview of the two main types of some forms of assessment with specific examples currently used in Lebanon are described below:
Some schools may also administer self-tests which allows the students to respond to a group of questions based on how well a child knows one’s self. For example, a child may know that he does not work well when placed in the back of the class etc. Such information are of value to teachers to enhance the child’s learning experience.
To view a sample of such inventory, please CLICK HERE
To view a sample of such inventory, please CLICK HERE
Multiple Intelligence:
One way for teachers to differentiate learning can be found in the work of Howard Gardner. All children have multiple intelligences and learn in one way better than the other. Howard Gardner believes that all students have multiple intelligences some of which are:
o Verbal/linguistic intelligence (learning by listening)
o Visual intelligence (learning by seeing)
o Musical intelligence (learning through singing)
o Kinesthetic intelligence (learning by doing)…
While all students can benefit from different learning strategies, some student with special needs will require additional adaptations; this will be discussed later in the IEP section. Below are some examples of how teachers may differentiate instruction in different context and in forms of accommodations and modifications.
Another method known to be highly successful when teaching students in the general classroom is:
Universal Design for learning (UDL): With an increase in student diversity and an increase in curriculum expectations, it is crucial to design a way to enhance students’ learning. Having parents and teachers advocating may be enough to promote the use of a Universal Design for Learning (UDL) which will transform every child’s educational journey in your school. Universal Design for Learning (UDL) is “a research-based framework for designing curricula that enable all individuals to gain knowledge, skills and enthusiasm for learning. This is accomplished by simultaneously providing rich supports for learning and reducing barriers to the curriculum, while mainstreaming high achievement standards for all students” (Cortiella, 2008, p.1). |
Currently, a UDL model is not offered in Lebanese schools. However this model will discuss UDL and the curriculum, principles of UDL, as well as UDL in the classroom.
Universal Design for Learning and the curriculum:
The purpose of adopting a Universal Design for Learning is to enhance your child’s access to the general curricula. “The curricula is not simply to help students master a specific body of knowledge or a specific set of skills, but to help them master learning itself—in short, to become expert learners” (National Center on Universal Design for Learning, 2013, p.1).The curriculum must be universal in a sense that it includes enough alternatives and flexibility to allow a diverse student body to demonstrate their knowledge. Designing curricula using UDL allows teachers to remove potential barriers that could prevent learners from meeting this important goal. In brief, a curriculum states the yearly objectives to be taught, what materials the students need to be able to use, and the method of assessing what your child has learned.
Three main principles of UDL:
The following principles are categorized based on how the different networks in the brain process information. According to the following three UDL principles, each area of the curriculum should provide; multiple, flexible and varied options for representation, expression and engagement:
UDL in the classroom:
When a UDL model is implemented in a classroom to help students, with or without disability, it gives students the chance to succeed in accomplishing goals of the general curriculum. Through an adaptable curriculum, students are able to demonstrate knowledge in ways competent to their individual learning style. In short, UDL is a way of eliminating barriers so students have a better chance at reaching their goals.
In a UDL classroom, the goal is to have multiple ways of presenting information to the students such as: the use of technology, group work, storytelling, hands on activities, etc. Teachers must take the following aspects into consideration; individual skills, abilities, disabilities, learning styles and preferences, culture, etc.
Please CLICK HERE to see tips on how you can help advocate this model in your child’s school.
Universal Design for Learning and the curriculum:
The purpose of adopting a Universal Design for Learning is to enhance your child’s access to the general curricula. “The curricula is not simply to help students master a specific body of knowledge or a specific set of skills, but to help them master learning itself—in short, to become expert learners” (National Center on Universal Design for Learning, 2013, p.1).The curriculum must be universal in a sense that it includes enough alternatives and flexibility to allow a diverse student body to demonstrate their knowledge. Designing curricula using UDL allows teachers to remove potential barriers that could prevent learners from meeting this important goal. In brief, a curriculum states the yearly objectives to be taught, what materials the students need to be able to use, and the method of assessing what your child has learned.
Three main principles of UDL:
The following principles are categorized based on how the different networks in the brain process information. According to the following three UDL principles, each area of the curriculum should provide; multiple, flexible and varied options for representation, expression and engagement:
- Provide multiple and flexible means of representation (the “what” of learning—recognition network): This principle puts emphasis on the method of teaching and presenting the curriculum material. In other words, other forms of implementation should be available (e.g., braille, audio books, text, video, etc.)
- Provide multiple and flexible means of action and expression (the “how” of learning—strategic network): Organizational skills along with other skills are key; therefore, some students may need procedural guidelines to demonstrate their mastery differently. This gives your child the chance to demonstrate his/her understanding in multiple forms such as: oral exams, presentation, multiple choice questions, etc.
- Provide multiple and flexible means of engagement (the “why” of learning—affective network): Students want to learn, go on that challenging journey of learning new things and perfecting what they already know. This principle ensures that when your child is being taught, his/her learning material is challenging enough and motivating enough to make him/her want to learn. Lessons are easy enough to achieve and interesting enough to arouse his/her curiosity to learn. If a child is not challenged, he/she will simply lose interest when it comes to education therefore a flexible means of learning is essential.
UDL in the classroom:
When a UDL model is implemented in a classroom to help students, with or without disability, it gives students the chance to succeed in accomplishing goals of the general curriculum. Through an adaptable curriculum, students are able to demonstrate knowledge in ways competent to their individual learning style. In short, UDL is a way of eliminating barriers so students have a better chance at reaching their goals.
In a UDL classroom, the goal is to have multiple ways of presenting information to the students such as: the use of technology, group work, storytelling, hands on activities, etc. Teachers must take the following aspects into consideration; individual skills, abilities, disabilities, learning styles and preferences, culture, etc.
Please CLICK HERE to see tips on how you can help advocate this model in your child’s school.
Assistive Technology(AT):
Assistive technology is any type of technology that can be used by students to increase, maintain or improve functional capabilities of children with disabilities. Such devices may assist students in day to day activities such as participating, talking to friends which some students may find challenging. Assistive technology (AT) devices are “tools to help to overcome those challenges and enable people living with disabilities to enhance their quality of life and lead more independent lives” (Family Center on Technology and Disability, 2014, p.1 ).
Assistive technology devices range from ones that are as simple as magnifying glass to ones that are more complex such as computerized communication systems. Hence knowing about the different available choices will help a parent identify potential AT for their child. |
The use of such devices in the classroom must be identified to teachers for a better understanding of what the device is, how it helps the child and when it should and shouldn’t be used.
Please CLICK HERE to see the assistive technology Glossary
Please CLICK HERE to see the assistive technology Glossary