Differentiated Learning Activity Devise A Learning Activity

Differentiated Learning Activity devise A Learning Activity To Achieve

Devise a learning activity to achieve specific learning objectives for a diverse group of ELLs or bilingual/dual language students with exceptionalities. You will differentiate this learning activity to accommodate a student with a specific learning disability as well as four additional students each with a different disability chosen from the 13 disability categories included in IDEA. Be sure to specify the grade and English language proficiency (ELP) levels of your intended students. Describe your learning activity and the differentiation utilized to meet the educational needs of the five students in a 1,250-1,500 word essay. Your essay must include the following: · The learning objectives of the activity as well as relevant information regarding your intended ELLs or bilingual/dual language students. · A complete description of how the activity would be carried out and the materials needed. · A statement regarding how the cultural values and beliefs of your students have been integrated into the design of this activity. · An explanation of how this activity will be assessed. · A description of the five disabilities you have chosen and the specific needs of your ELLs or bilingual/dual language students with each disability. · An explanation regarding how the activity is making it possible for students with exceptionalities to be educated in the least restrictive environment (LRE). · A description of the modifications and accommodations to the activity and how they are aligned with the learning objectives, instruction, and assessment for each of the five students you have identified. Support your findings with at least five scholarly resources.

Paper For Above instruction

Designing an inclusive and effective differentiated learning activity for a diverse group of English Language Learners (ELLs) and students with exceptionalities requires careful consideration of their unique needs, cultural backgrounds, language proficiency levels, and specific disabilities. This paper presents a comprehensive approach to creating a learning activity aligned with specific objectives, tailored to accommodate five students with different disabilities, including a student with a specific learning disability and four others representing various categories in IDEA. The activity aims to promote engagement, understanding, and achievement while fostering an inclusive environment that respects cultural values and ensures access to learning in the least restrictive environment.

Learning Objectives and Student Profiles

The primary objective of the activity is to enable students to understand and use basic mathematical operations—in particular, addition and subtraction—within the context of real-world problems. Specifically, students will:

  • Demonstrate the ability to solve basic addition and subtraction problems,
  • Explain their problem-solving process using both verbal and visual strategies, and
  • Collaborate effectively with peers to discuss solutions and reasoning.

The intended students are learners in a fifth-grade classroom with diverse language backgrounds and disabilities. Their ELP levels vary from intermediate (ELP 3) to advanced (ELP 5). The five students include:

  1. A student with a Specific Learning Disability (SLD) impacting math comprehension,
  2. A student with Autism Spectrum Disorder (ASD),
  3. A student with an Emotional Disturbance (ED),
  4. A student with a Visual Impairment (VI), and
  5. A student with Speech or Language Impairment (SLI).

Activity Description and Materials

The activity, titled "Math in Our Community," involves students working in small, diverse groups to solve real-world math problems related to community activities such as shopping, transportation, and recreation. The activity comprises three phases:

  1. Introduction and Context Setting: The teacher introduces a story problem involving community scenarios, engaging students through visuals and culturally relevant examples. For example, "If we go to the park and buy snacks, how much change will you get from a $10 bill?"
  2. Group Problem-Solving Tasks: Students work collaboratively to solve problems using manipulatives like counters and visual aids, with scaffolded instructions and supported language prompts.
  3. Sharing and Reflection: Groups present their solutions verbally, using drawings or physical objects to illustrate their reasoning.

The materials needed include manipulatives (counters, blocks), visual aids (images of community scenes, money, and items), printable worksheets with visual cues, and bilingual glossaries of math terms. Technology such as tablets with educational apps may supplement learning for students with visual impairments or other needs.

Cultural Integration

The activity design incorporates students' cultural values by including community scenarios relevant to their backgrounds. For example, examples may feature local markets, transportation methods, or popular local recreational spots, thus making the problems more meaningful and engaging. Visual supports incorporate culturally diverse imagery, and students are encouraged to share community stories to connect learning with their experiences. This fosters cultural relevance, respect, and representation in the classroom.

Assessment Strategies

Assessment is continuous and multifaceted. Formative assessment involves teacher observations during group work, evaluating the student's ability to use manipulatives and explain reasoning. Summative assessment occurs through group presentations and worksheet completion, scored based on accuracy, reasoning, and verbal explanations. Additionally, individual assessments are conducted via modified quizzes tailored to each student’s needs, as well as self-assessment rubrics that encourage reflection on their learning process.

Disabilities and Needs Description

  1. Specific Learning Disability (SLD): Difficulties with comprehension and manipulation of math concepts necessitate simplified instructions, visual supports, and step-by-step prompts.
  2. Autism Spectrum Disorder (ASD): Social communication challenges require clear, concrete instructions, routines, and opportunities for peer interaction in structured settings.
  3. Emotional Disturbance (ED): Emotional regulation challenges recommend a calm environment, scheduled breaks, and positive reinforcement strategies.
  4. Visual Impairment (VI): Visual supports are adapted for non-visual modalities, such as tactile manipulatives and auditory cues.
  5. Speech or Language Impairment (SLI): Use of simplified language, visual cues, and opportunities for expressive language practice support communication.

Least Restrictive Environment (LRE) Considerations

This activity promotes inclusion by integrating all students into the same group, with adaptations ensuring participation. For students with disabilities, modifications like assistive technologies, visual supports, or alternative response modes enable engagement at their level. Group collaboration encourages peer support, fostering social integration and LRE compliance. For example, students with visual impairments utilize tactile aids, while those with language impairments use visual language supports, ensuring they remain in general education settings while receiving appropriate accommodations.

Modifications and Accommodations

Modifications include providing visual supports for students with SLD and VI, using simplified language for students with SLI, and incorporating sensory breaks for students with ED. Accommodations like extended time, alternative response modes, and the use of technology are aligned with the activity’s goals. For example, the student with SLD receives step-by-step instructions paired with visual cues, while the student with ASD benefits from a visual schedule and predictable routines. These modifications support the learning objectives by ensuring each student can access, engage with, and demonstrate understanding of the content.

Conclusion

Creating a differentiated, culturally responsive, inclusive learning activity that considers the specific needs of students with diverse disabilities promotes equitable access to education. By integrating various accommodations, scaffolds, and culturally relevant content, educators can facilitate meaningful learning experiences that uphold the principles of Least Restrictive Environment (LRE) while fostering academic growth and social participation among all students. Ongoing assessment and reflection remain vital to ensure the activity effectively meets individual needs and aligns with learning objectives.

References

  • Agran, M., & Alper, S. (2016). Inclusive education in a diverse society. Sage Publications.
  • Hehir, T., Schifter, L., & Ng, M. (2016). Removing barriers from the path to inclusive education. Harvard Education Press.
  • Lindsay, G. (2007). Educational psychology and the effectiveness of inclusive education/mainstreaming. British Journal of Educational Psychology, 77(1), 1-24.
  • Shogren, K. A., Wehmeyer, M. L., & Nelson, C. (2015). Powerful Inclusive Education and Disability Studies. Routledge.
  • Villa, R. A., & Thousand, J. S. (2016). Creating inclusive schools: Structures and relationships. Teachers College Press.

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