Differentiation of instruction for students in the classroom involves assessment of student prerequisite skills and needs when selecting appropriate intervention strategies, accommodations, and modifications. In other words, we need to base our selection of supports and instructional strategies on the needs of the student and on whether or not the supports are EBP. These supports are developed alongside IEP goals to support student progress.
Initial Post: Post an initial response that addresses the following areas using the discussion board forum:
Watch (Koschmeder, 2012). Use these five questions posed by Marder and Frasers (n.d.) for assessing what is EBP.
- Has research been conducted to evaluate the specific treatment or strategy? Has that research been published in a peer reviewed journal? Has there been replication of positive outcomes from use of the strategy?
- Does the specific strategy include an assessment of the individual students current performance followed by implementation of a strategy to improve that performance beyond the baseline rates?
- Does the intervention include requirements for data collection and ongoing monitoring of student progress?
- What are the measurable outcomes of implementing this strategy? What specific student skills will be addressed?
- What are the specific benefits and limitations of using this strategy? Do the benefits outweigh the limitations?
(Marder and Fraser, 2012)
Consider whether the accomodation or modification strategies you identify would be classified by the Counci for Exceptional Children (CEC) as 1) EBP, 2) Potentially EBP, 3) Mixed evidence, 4) Insufficient evidence, or 5) Negative effects, and support your answer with details from the CEC report, Standards for EBP in Special Education (2014).
Construct a list of three accommodations and/or modifications that might be helpful for Huangs IEP development to support the goals you have developed for him in Week Two. Create a description for how they meet the guidelines for standards of EBP you used.
TExt
Henley, M., Ramsey, R. S., & Algozzine, R. F. (2009). (6th ed.). Pearson.
