Strategies for Successfully Including Students
with Disabilities in CTE Classrooms
Monica D. Giffing, M.S., Nebo School District
Natalie A. Williams, Ph.D., Weber State University
Effective Instruction
•Our instruction can meet the needs of all students when we address the following:
•Planning Stage
–Lesson Plan A______
•Instructional Stage
–S______
•Assessments
–Extended time
–P______
What is Scaffolding?
•A supporting ______
Instructional scaffolding
–Supports are added for students to e______learning and aid in the mastery of tasks
–Systematically building on students' experiences and knowledge while learning n______s______
–Supports are temporary and adaptable, as students master tasks, the supports are gradually r______
Key points to remember about Scaffolding
•Scaffolding is most useful for teaching new tasks or strategies with m______steps
•______student at ______grade level can benefit from instructional scaffolding
•Scaffolding may be applied to any a______task
Preparing your Students
•Use key words while teaching
–"Write this d______"
–"Let me s______"
–"Let me say it ______"
–"This is i______"
–"I'll write this on the board"
–"Remember… "
Critical Elements in Scaffolding
•M______
–Teacher models and/or demonstrate the steps
•P______
–Students, either as individuals or as a group, must have the opportunity to practice the task or the strategy
–Students with disabilities (& without) require more practice to reach mastery
Tips for Scaffolding
•Model the process of error d______and c______as a part of the scaffolding process
–Model "stuckness.“ Simulate getting stuck and model how to talk themselves through the problem rather than giving up
–Stages of Mitosis (IPMAT)
Approaches to Scaffolding
•Content Scaffolding
•Task Scaffolding
•Material Scaffolding
Content Scaffolding
•Select content that is not too difficult or unfamiliar for students learning a new skill
•The students can focus on the skill being taught, without getting stuck in the content
Content Scaffolding
Use Easy C______
•Use easy content to teach a new task or strategy
•After student develops confidence with the strategy, gradually increase the difficulty of the task
Start With the Easy S______
•Perform and model the more difficult steps
•Teacher continues to model the same steps while changing the content
Practice;
Strategy: Word Web
•Teach content then…
•I do: Personal Web
•We do: Personal Web with teacher support
•You do: Classification Content as a small group
Task Scaffolding
•Teacher specifies the steps in a task or instructional strategy
•Teacher m______the steps in the task
-Verbalizing his or her thought processes
-Think aloud and talk through each step
Students practice the task i______.
•Give the students more and more r______for steps in a strategy or task.
Task Scaffolding for Cells
•For each individual part of the cell teacher defines and displays
•Students build their own from play-doh
Material Scaffolding
•Involves the use of w______prompts and cues to h______the students p______a task
–Cue sheets or guided examples students can use:
•For further r______
•Reduces c______and f______
•Study guides
Active Student Response
•Choral R______
•Response C______
•Class-wide Peer Tutoring/T______
Choral Response
Choral responding (CR) - all students in the class respond ______to each question, problem, or item presented by the teacher.
- CR is appropriate for curriculum that meets three criteria
- Has ______correct answer
- Relatively short answers
- Is suitable for ______
Response Cards
•Response cards (RC) are cards, signs, or items which each student holds up to display his or her ______for the teacher.
- RC have an advantage over CR…they make it easier to assess each students’ ______
•Types of Response Cards
- ______response cards are a card, or set of cards on which all possible answers are printed.
- ______response cardsare cards on which students mark or write their own responses for each trial.
You are doing better than you think…
it’s the nature of your classes
For further information
Natalie Williams
Monica D. Giffing