Teachers should work to align instruction with the varying needs that are represented in the inclusive classroom, specifically for students with disabilities. Differentiated instruction and Universal Design for Learning (UDL) strategies can be used to effectively meet the needs of students with disabilities in the inclusive classroom.
Allocate at least 2 hours in an inclusive K-12 classroom that includes students with disabilities for this field experience.
Observe the differentiated instruction strategies and accommodations (both with instruction and assessment) that the teacher uses in the classroom.
Discuss the following questions with your mentor teacher:
- What are the different types of needs in the classroom? (e.g., students with language needs, students on 504 Plans, students with IEPs)
- What is the percentage of students who have been identified as having a disability or exception?
- How do you plan and prepare units, lessons, and assessments?
- What types of differentiated instruction and/or UDL strategies do you use during instruction and assessment? How do you ensure these are aligned to instructional standards and appropriate for students?
- What types of accommodations are provided? Who provides them?
- How do you collaborate with the special education teacher and any other teachers/professionals to support the students with disabilities or exceptions?
- How do you provide assessment feedback? Do you use any feedback strategies to engage students and/or motivate learning?
- Did you feel prepared to work with students with disabilities at the beginning of your career? How do you feel now? What kinds of preparation or education did you receive to work with students with disabilities? Do you feel that you have had enough preparation and education to work with students with disabilities?
- What other types of support do you feel one should gain or be provided in order to work with students with disabilities?
Following your discussion, share the “COE Lesson Plan Template” with your mentor teacher. Discuss the sections “Multiple Means of Representation, Multiple Means of Engagement, and Multiple Means of Expression,” and how they can be differentiated to meet the needs of all students.
Spend any remaining field experience hours observing or assisting the teacher in providing instruction and support to the class.
Write a 250-500 word reflection summarizing the differentiated instructional strategies and accommodations that were observed and discussed in the interview. Describe the students in the mentor teacher’s classroom and how the teacher prepares instruction and assessment for these students. Include discussion of the teacher’s collaboration strategies and preparedness for working with students with disabilities. Explain how you will apply this information in your future professional practice when working with students with disabilities.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance.
Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.
Submit the Clinical Field Experience Verification Form in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.
SUBMIT ASSIGNMENTTopic 2 ParticipationT
31F
1S
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3M
4T
5W
6Topic 3 DQ 1Topic 3 DQ 2Clinical Field Experience B: Differentiation and Technology in the ClassroomDesigning Differentiated Instruction to Meet Specific NeedsTopic 3 ParticipationT
7F
8S
9S
10M
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13Designing Differentiated Instruction to Meet Specific NeedsTopic 4 DQ 1Topic 4 DQ 2Clinical Field Experience C: Implementing Differentiated ActivitiesDifferentiating AssessmentsTopic 4 ParticipationT
14F
15S
16S
17M
18T
19W
20Topic 5 DQ 1Topic 5 DQ 2Benchmark – Differentiation with Technology Lesson PlanTopic 5 ParticipationT
21F
22S
23S
24M
25T
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27Topic 6 DQ 1Topic 6 DQ 2Clinical Field Experience Verification Form
Clinical Field Experience A: Differentiated Instruction and
Accommodations – Rubric
Di!erentiation of the Mentor Teacher’s Classroom 4 points
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Criteria Description
Differentiation of the Mentor Teacher’s Classroom
5. Target 4 points
The differentiated instructional strategies and accommodations
that were observed and discussed with the mentor teacher are
thoroughly described.
4. Acceptable 3.48 points
The differentiated instructional strategies and accommodations
that were observed and discussed with the mentor teacher are
clearly described.
3. Approaching 2.96 points
The differentiated instructional strategies and accommodations
that were observed and discussed with the mentor teacher are
minimally described.
2. Insufficient 2.76 points
The differentiated instructional strategies and accommodations
that were observed and discussed with the mentor teacher are
insufficiently described.
1. No Submission 0 points
Not addressed.
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Instruction and Assessment 8 points
Criteria Description
Instruction and Assessment
5. Target 8 points
A realistic description of students in the classroom is given and
how instruction and assessment is prepared for those students is
thoughtfully described.
4. Acceptable 6.96 points
Description of students in the classroom and how instruction and
assessment is prepared for those students is detailed.
3. Approaching 5.92 points
Description of students in the classroom and how instruction and
assessment is prepared for those students is missing key details.
2. Insufficient 5.52 points
Description of students in the classroom is inadequate and how
instruction and assessment is prepared for those students is
unrealistic.
1. No Submission 0 points
Not addressed.
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Collaboration and Preparedness 8 points
Criteria Description
Collaboration and Preparedness
5. Target 8 points
Discussion of the mentor teacher’s collaboration strategies and
preparedness for working with students with disabilities is
insightful.
4. Acceptable 6.96 points
Discussion of the mentor teacher’s collaboration strategies and
preparedness for working with students with disabilities is
competent.
3. Approaching 5.92 points
Discussion of the mentor teacher’s collaboration strategies and
preparedness for working with students with disabilities is overly
simplistic.
2. Insufficient 5.52 points
Discussion of the mentor teacher’s collaboration strategies and
preparedness for working with students with disabilities is
unintelligible.
1. No Submission 0 points
Not addressed.
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Applications to Future Professional Practice 12 points
Criteria Description
Applications to Future Professional Practice
5. Target 12 points
Applications to future professional practice are insightful, realistic,
and substantially consider the needs of students with disabilities.
4. Acceptable 10.44 points
Applications to future professional practice are clear, useful, and
appropriate for students with disabilities.
3. Approaching 8.88 points
Applications to future professional practice are vague or
underdeveloped.
2. Insufficient 8.28 points
Applications to future professional practice are incomplete or
unrelated to what was described in the summary.
1. No Submission 0 points
Not addressed.
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Organization 4 points
Criteria Description
Organization
5. Target 4 points
The content is well-organized and logical. There is a sequential
progression of ideas that relate to each other. The content is
presented as a cohesive unit and provides the audience with a
clear sense of the main idea.
4. Acceptable 3.48 points
The content is logically organized. The ideas presented relate to
each other. The content provides the audience with a clear sense
of the main idea.
3. Approaching 2.96 points
The content is adequately organized, generally providing the
audience with a sense of the main idea.
2. Insufficient 2.76 points
The content is unorganized with an indiscernible sequence. The
ideas presented are compartmentalized, and the main idea is
unclear.
1. No Submission 0 points
Not addressed.
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Mechanics of Writing 4 points
Criteria Description
Mechanics of Writing (includes spelling, punctuation, grammar,
language use)
5. Target 4 points
Submission is virtually free of mechanical errors. Word choice
reflects well-developed use of practice and content-related
language. Sentence structures are varied and engaging.
4. Acceptable 3.48 points
Submission is largely free of mechanical errors, although a few are
present. A variety of effective sentence structures and figures of
speech are used, as well as appropriate practice and content-
related language.
3. Approaching 2.96 points
Submission includes mechanical errors, but they do not hinder
comprehension. Effective sentence structures are used, as well as
some practice and content-related language.
2. Insufficient 2.76 points
Surface errors are pervasive enough that they impede
communication of meaning. Inappropriate word choice or
sentence construction are used.
1. No Submission 0 points
Not addressed.
Total 40 points
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