Including Children with Special
Needs: Individualized Instruction Ed Clement
Not long after I began my teaching career
I realized that I could not get the students in any one
of my classes to progress at an even pace, no matter how
homogenous they were. Add inclusive children to the mix,
and classroom achievement becomes even more erratic. In
an effort to even out the achievement of my students, I
turned to individualized programmed material like the old
SRA cards, and the new computerized instructional materials.
When I didn't find any commercial products
that lived up to expectations, I began making my own materials.
Over the years I've created hundreds of individualized
lessons and I find that individual instructional lessons
work best when:
They are based on a set of well thought
out oral(recorded) or written directions that students
follow. Here is an example:
Ask teacher for a DART work
Put your name at the top of
the work sheet
Solve problem one on your DART
Use problem one answer to make
a dot on your Cartesian coordinate grid.
As you solve the rest of the
problems, place a dot on your Cartesian coordinate
grid for each answer.
Connect the dots on your Cartesian
Ask teacher to check your Cartesian
They are project based: paper airplanes,
clock faces that are turned into clocks, and cardboard
geodome play houses for the Kindergarten are examples
of the project based individualized instructional lessons
They can be evaluated
visually: it can be extremely time consuming
to check all the work your students do,
and this can slow down the learning process.
But if that work results in a picture or
some other visual image, you can check
the work of an entire class, at any stage,
in a matter of minutes.
do "just in
One of the
that many of
with is rounding.
When this occurs
I give the
student a little
in the form
of a set of
typed or oral
that will help
skill and proceed
with the project.
works on this
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