I taught Special Education for 13 years in many different settings. One thing I’ve noticed is that students with different abilities need a variety of access points to understand grade-level content.
I began working as a special education teacher in the resource classroom in 2008. Time and time again I saw that students who may have different abilities in the area of literacy were able to communicate their understanding of content when they were given the vocabulary to the content. Historically, students with special education needs have been pulled from the general education content, missing out on those valuable examples and use of vocabulary on the content from their teacher and peers. When I started to help my students visualize and connect with the vocabulary I saw that they developed the confidence to share their knowledge in the general education classes. I create resources to help teachers make those connections for students that have IEPs.
Because there are so many standards out there and not enough time to modify lessons. So you end up planning for some students, but it really doesn’t meet the needs of students with Individual Education Plans.
That’s why I created 5 Strategies to Differentiated Vocabulary Instruction. To help you include vocabulary instruction into all lessons to build student comprehension in all academic areas.
It’s time to make life a little easier for you, and instruction more accessible to all students.
The difference between teachers who change the lives of students with disabilities and those that don’t is failing to see the importance of differentiation and scaffolding.
Check out 5 Strategies to Differentiated Vocabulary Instruction to get started in transforming your content-based vocabulary instruction.
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