how to modify writing assignments for special education students

Tuesday, October 28, 2014

Examples of modified assignments for students with special needs.

how to modify writing assignments for special education students

This math sheet has been easily modified by providing alternate questions.
Photo from .

This math sheet can be modified by having the student complete
alternate math operations with the numbers on the page.

This Grade 8 science vocabulary activity has become a YES/NO activity.

An alternate activity is provided for the student
using the same handout as the rest of the class.
Photo from

Alternate text can be placed over the original text in a class novel.

6 comments:

Thanks for this post. I will be sharing with my daughter's teachers.

Yes yes yes! More more please... are there other links you suggest for MORE examples! Other websites or blogs??? this is a large need for school teams. THANKS

How Do you know when your modification/adaptation is too much vs just right for a student?

You can use the IEP goals to help you decide how to modify the work.

http://teachingtoinspire.com/2013/01/differentiating-math-assessments-made.html

Very nice article. (Middle School Math/Science) I've cut sheets in half, had some students do 5 problems in a section first then go back and do more if they can, 2 day testing as opposed to one day tests, cut homework in half, created guided notes, handouts, allowed word bank usage, open book quizzes, use of notes/guides during classwork, station time etc, had them work in pairs, use as many visuals as possible, color coded formulas and the numbers we inserted into formulas, created tiered lessons.... easier level problems leading up to harder problems, calculator usage..... the list can go on. Thank you so much for the article.

The Pathway 2 Success

Solutions for Social Emotional Learning & Executive Functioning

How to Modify for Special Education

November 12, 2016 by pathway2success 10 Comments

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How to modify for special education students in the classroom

Supporting kids with special needs works best when both regular education and special education staff work together. That’s why it is helpful for all teachers to understand how they can modify and accommodate for students in their classrooms. For newer teachers, learning that you need to modify work for kids of various levels can be a bit overwhelming. Even teacher who are highly experienced might struggle with how much to modify. It’s really a balance because you are constantly trying to find out what is “just tough enough” to push your students, with it still being at an appropriate level that can help them grow. Too easy and the work doesn’t really challenge them. Too difficult and kids might shut down, causing them to not learn anything at all. It’s okay (and actually good) to fine-tune your level of modifications over time.

Most importantly, if a child requires a modification according to their IEP, the teacher needs to provide it. The IEP is a legal document and those modifications and accommodations were agreed upon the child’s planning team. Some modifications are specifically listed, such as having a word bank or being able to use a calculator. Other times, modifications are left up to the discretion of the teacher. If there is something you are unsure about in the child’s list of modifications, talk to the spec

ial education teacher and get further clarification.

It's okay to fine-tune your level of modification as the year goes on.

Here is a quick reference list for some ideas to pull from when you need to modify for a child’s assessment, homework, or other assignment:

Reduce the Workload:

Assign even or odd problems only – This is a great strategy for homework. It’s simple and quick for the teacher, but still gives the child similar practice to everyone else.
Select specific problems and omit extra ones
Give 1 essay question instead of 3 or 4
Give choice – Let the student select 10 problems to do or let them pick whether to do the front or back of a worksheet. This will help with motivation, too, since the child sees they have a choice in the assignment.
Put fewer problems on each page – This will be less visually distracting.
For matching, reduce the number of items to match or break them in half
Reduce the number of multiple choices – There will be less to select from. For example, if everyone else has a quiz with 4 possible multiple choice answers, your student might only have 2 or 3 options to choose from.
Eliminate true or false questions – These questions can be extremely tricky, especially for kids with language-based disorders.

Modify the Content:

Give a similar but different assignment with lower grade level material in area of weakness (math, reading, or writing) – For example: if the topic is computing with fractions, the student might be drawing fraction pictures. This will also help you target the “most important” concepts for the child to learn at the time.
Provide an alternative assignment – This can be a research project, hands-on project, lab experiment, or making a poster to show understanding of a topic.
Align student interest to the content – For example, you might focus on reading strategies while learning about trains.

Provide Supports:

Give a word bank for fill in the blank or when writing an essay
Allow students to type or orally report their responses
Give a specific list for steps to complete a task
Provide concept cards with an assignment
Allow the student to use their book or notes
Provide specific examples
Highlight tricky or key words in questions
Allow extra time
Allow student to work in quieter setting
Allow calculators
Allow for brainstorming prior to the assignment
Have adult read assignment to student

Learning to modify can be hard work at first. It’s best to give it a try even if you are not entirely sure it’s the right modification. Remember that you can always tweak your modifications as the year goes on. Most likely, you will need to continually reassess modifications and supports, since your students will be growing and making progress. And when in doubt, work with your special education staff to ask for feedback, support, and ideas.

If you are a special education teacher in need of a toolkit, consider the Special Education Teacher Binder . It is a huge compilation of special education resources.

Special education teacher binder by Pathway 2 Success

Materials focus on IEPs and team meetings, progress monitoring of academics and behavior, classroom materials, building a classroom community, planning, lessons, organization, and other forms to help make the life of a special education teacher a little bit easier.

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Make Adaptations & Modifications For Special Needs

Instruction and Lesson Plans

Sometimes the only thing students need to be able to access the same instructional materials is a little tweak or adaptation. Here are 10 ways to make adaptations and modifications for students with special needs.

Adaptations and modifications for special needs in the classroom blog post featured image

Reductions to modify for special needs

Reduce the amount on the page: A busy page can be overwhelming to students. You can cover part of the page with a blank page or copy the paper to increase the amount of white space on the page.
Reduce the amount required: Consider reducing how many times the student is practicing a skill. For example, instead of having students do a page of 10 addition problems, maybe only completing 6 problems is sufficient.

Adapt & modify the materials

Simplify the language: Change the directions, questions, etc. to reflect the student’s language and reading needs.
Change the format: For example, change the open-ended questions to multiple choice or fill-in formats.
Allow alternate responses: Allow students to use or draw pictures instead of writing their answers . Other options include dictating or using a scribe. This is a modification that can be used with any level or type of learner with special needs.

provide preventative adaptions and modifications

Build prior knowledge: Build knowledge of concepts and vocabulary before a unit or skill is taught to give the students a foundation for the lesson.
Create vocabulary supports: Target vocabulary that pops up, again and again, to help students in lessons. Another option is to create a vocabulary glossary bank for students to refer to.

modifications & adaptions within lessons

Provide guided notes: giving the students guided notes will help them have the correct information to work off of and study from. This is a great modification for students who are expected to take notes.
Give extra examples: Sometimes our students need more than 1 or 2 examples to understand a concept or skill. You can plan to provide this extra support and add it to the materials or have it ready in case students need it.
Visual supports: Use graphic organizers , and visuals for understanding the steps, vocab, etc.

Prefer resources that are already leveled and have visual supports? Check these out:

– Reading units to target letter identification, letter sounds, CVC, vowels, digraphs, and more through leveled and hands-on activities.

-Use these Math Units to teach number concepts, adding, subtracting, comparing numbers, fractions, patterns, etc. to students of all levels.

-These Life Skills resources are designed for students who need visual supports, concepts and vocabulary broken down and for classrooms with different levels.

-The Science Units in this bundle have also been adapted and modified to help students with special needs access standards and lessons.

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Transforming Challenges into Achievements

9 Effective Differentiated Instruction Strategies for Special Needs Students

Special Education Classroom • 6/5/2024

What is Differentiated Instruction?

Differentiated instruction tailors learning experiences to meet students' diverse needs.

This approach is particularly helpful for special needs students who require individualized strategies to reach their full potential.

Differentiated instruction addresses their varied learning styles, abilities, and interests by modifying teaching methods, materials, and assessments.

Differentiated Instruction in Special Education Classrooms

Special education students often have distinct learning needs that require more personalized attention.

Differentiated instruction helps address these needs in many ways:

Individualized Support: Customize instruction to each student's strengths and weaknesses to ensure they receive the appropriate level of support.
Engagement: When teachers teach students in a way that resonates with their learning style, they are more likely to stay engaged and motivated.
Promote Equity: Special needs students have the same learning opportunities as their peers in general education classrooms.
Better Outcomes: Differentiated instruction meets students where they are; so it can lead to better academic outcomes and personal growth.

Strategies for Differentiated Instruction

1. flexible grouping.

This strategy involves students based on their learning needs, interests, or abilities.

Teachers rotate groups regularly to provide varied learning experiences and social interactions.

2. Tiered Assignments

Teachers create assignments with different levels of complexity for special needs students. This differentiated instruction strategy also allows each tier to align with the same learning goal, but it varies in difficulty to match students' abilities.

3. Choice Boards

Teachers provide students with activity options for the current lesson. Students choose tasks that interest them and suit their learning style.

4. Learning Stations

Set up different stations around the classroom, each focusing on a specific skill or activity.

Rotate students through the stations to ensure they experience a variety of learning modalities.

5. Varied Instructional Methods

Use a mix of visual, auditory, and kinesthetic teaching methods to address different learning styles.

Incorporate multimedia resources, hands-on activities, and discussions.

6. Ongoing Assessment and Feedback

Continuously assess students' progress through formative assessments. Provide timely and constructive feedback to guide their learning.

7. Personalized Learning Goals

Set individualized learning goals based on each student's needs and abilities. Use these goals to guide instruction and measure progress.

8. Adapted Materials

Modify instructional materials to make them accessible for all students and use larger print, audiobooks, or simplified texts to help students with experiencing different learning challenges

9. Collaborative Learning

Encourage peer collaboration through group projects and discussions. Enable a classroom community where students support each other's learning.

How to Implement Differentiated Instruction: A Step-by-Step Guide

1. Assess Student Needs: Assess each student's learning style, strengths, and areas for improvement, then use this information to plan differentiated instruction.

2. Plan Differentiated Lessons: Incorporate varied instructional strategies and materials in lesson plans and adjust them based on student responses.

3. Create a Supportive Environment: Create a classroom culture that values diversity and encourages risk-taking, providing a safe space for students to express their needs and preferences.

4. Implement and Monitor: Implement your differentiated instruction plans, monitor IEP progress , and adjust goals or strategies as needed.

5. Reflect and Adapt: Evaluate your strategies and get feedback to keep improving.

A Real-Life Example of Differentiated Instruction Strategies

Mrs. Thompson, a 5th-grade teacher, implemented differentiated instruction to teach a science lesson on the water cycle.

Her class included 20 students, with three special education students:

Alex has ADHD and struggles with attention
Maria has dyslexia and finds reading challenging
Jamal is on the autism spectrum and prefers visual learning

Mrs. Thompson started with a brief video explaining the water cycle to engage all students.

She then divided the class into three groups based on their learning needs.

Alex joined a hands-on activity group where students created a water cycle model using common materials, allowing him to move and stay engaged.

Maria worked with a group, using simplified texts and graphic organizers to help her understand and summarize the process. She received additional support from a teaching assistant.

Jamal joined a group that focused on drawing and labeling diagrams of the water cycle, which catered to his strength in visual learning.

Throughout the lesson, Mrs. Thompson circulated among the groups, providing individualized support and ensuring each student could grasp the concepts at their own pace.

This approach not only helped the special education students but also enriched the learning experience for the entire class.

Sensory Diet: What SpEd and OTs Should Know

IEP Planning: Accommodations & Modifications

At a glance.

Accommodations

Accommodations allow a student to complete the same tasks as their non-LD peers but with some variation in time, format, setting, and/or presentation. The purpose of an accommodation is to provide a student with equal access to learning and an equal opportunity to show what he knows and what he can do.

Accommodations are divided into four categories:

Variations in time : adapting the time allotted for learning, task completion, or testing
Variation of input : adapting the way instruction is delivered
Variation of output : adapting how a student can respond to instruction
Variation of size : adapting the number of items the student is expected to complete

Common examples of accommodations include extended time to complete assignments, provision of notes or outlines, untimed tests, and reduced number of test questions.

Modifications

Unlike accommodations, which do not change the instructional level, content, or performance criteria, modifications alter one or more of those elements on a given assignment. Modifications are changes in what students are expected to learn, based on their individual abilities.

Examples of modifications include use of alternate books, pass/no pass grading option, reworded questions in simpler language, daily feedback to a student.

Can your child participate in the activity in the same way as her peers?
If not, can she do the same activity with adapted materials?
If not, can she do the same activity with adapted expectations and materials?
If not, can she accomplish the goals of the lesson by working with a partner or small group?
If not, can she do the same activity with intermittent assistance from an adult?
If not, can she do the same activity with direct adult assistance?
If not, can she do a different, parallel activity?

Eve Kessler, Esq., a criminal appellate attorney with The Legal Aid Society, NYC, is co-founder of SPED*NET Wilton and a Contributing Editor of Smart Kids.

Dysgraphia Accommodations and Modifications

Many students struggle to produce neat, expressive written work, whether or not they have accompanying physical or cognitive difficulties. They may learn much less from an assignment because they must focus on writing mechanics instead of content. After spending more time on an assignment than their peers, these students understand the material less. Not surprisingly, belief in their ability to learn suffers. When the writing task is the primary barrier to learning or demonstrating knowledge, then accommodations, modifications, and remediation for these problems may be in order.

There are sound academic reasons for students to write extensively. Writing is a complex task that takes years of practice to develop. Effective writing helps people remember, organize, and process information. However, for some students writing is a laborious exercise in frustration that does none of those things. Two students can labor over the same assignment. One may labor with organizing the concepts and expressing them, learning a lot from the ‘ordeal.’ The other will force words together, perhaps with greater effort (perhaps less if the language and information has not been processed), with none of the benefits either to developing writing skills or organizing and expressing knowledge.

How can a teacher determine when and what accommodations are merited? The teacher should meet with the student and/or parent(s), to express concern about the student’s writing and listen to the student’s perspective. It is important to stress that the issue is not that the student can’t learn the material or do the work, but that the writing problems may be interfering with learning instead of helping. Discuss how the student can make up for what writing doesn’t seem to be providing — are there other ways he can be sure to be learning? Are there ways to learn to write better? How can writing assignments be changed to help him learn the most from those assignments? From this discussion, everyone involved can build a plan of modifications, accommodations, and remediations that will engage the student in reaching his best potential.

Signs of dysgraphia

Generally illegible writing (despite appropriate time and attention given the task
Inconsistencies : mixtures of print and cursive, upper and lower case, or irregular sizes, shapes, or slant of letters
Unfinished words or letters, omitted words
Inconsistent position on page with respect to lines and margins
Inconsistent spaces between words and letters
holding the writing instrument very close to the paper, or
holding thumb over two fingers and writing from the wrist
Strange wrist, body, or paper position
Talking to self while writing, or carefully watching the hand that is writing
Slow or labored copying or writing - even if it is neat and legible
Content which does not reflect the student’s other language skills
Accommodate — reduce the impact that writing has on learning or expressing knowledge — without substantially changing the process or the product.
Modify — change the assignments or expectations to meet the student’s individual needs for learning
Remediate - provide instruction and opportunity for improving handwriting

Accommodations

When considering accommodating or modifying expectations to deal with dysgraphia, consider changes in

The rate of producing written work
The volume of the work to be produced
The complexity of the writing task
The tools used to produce the written product
The format of the product

Change the demands of writing rate

Allow more time for written tasks including note-taking, copying, and tests
Allow students to begin projects or assignments early
Include time in the student’s schedule for being a ‘library assistant’ or ‘office assistant’ that could also be used for catching up or getting ahead on written work, or doing alternative activities related to the material being learned.
Encourage learning keyboarding skills to increase the speed and legibility of written work.
Have the student prepare assignment papers in advance with required headings (Name, Date, etc.), possibly using the template described below under “changes in complexity.”

Adjust the volume

Instead of having the student write a complete set of notes, provide a partially completed outline so the student can fill in the details under major headings (or provide the details and have the student provide the headings).
Allow the student to dictate some assignments or tests (or parts of tests) a ‘scribe’. Train the ‘scribe’ to write what the student says verbatim (“I’m going to be your secretary”) and then allow the student to make changes, without assistance from the scribe.
Remove ‘neatness’ or ‘spelling’ (or both) as grading criteria for some assignments, or design assignments to be evaluated on specific parts of the writing process.
Allow abbreviations in some writing (such as b/c for because). Have the student develop a repertoire of abbreviations in a notebook. These will come in handy in future note-taking situations.
Reduce copying aspects of work; for example, in Math, provide a worksheet with the problems already on it instead of having the student copy the problems.

Change the complexity

A model of cursive or print letters on the inside cover (this is easier to refer to than one on the wall or blackboard).
A laminated template of the required format for written work. Make a cut-out where the name, date, and assignment would go and model it next to the cutout. Three-hole punch it and put it into the binder on top of the student’s writing paper. Then the student can set up his paper and copy the heading information in the holes, then flip the template out of the way to finish the assignment. He can do this with worksheets, too.

Break writing into stages and teach students to do the same. Teach the stages of the writing process (brainstorming, drafting, editing, and proofreading, etc.). Consider grading these stages even on some ‘one-sitting’ written exercises, so that points are awarded on a short essay for brainstorming and a rough draft, as well as the final product. If writing is laborious, allow the student to make some editing marks rather than recopying the whole thing. On a computer, a student can make a rough draft, copy it, and then revise the copy, so that both the rough draft and final product can be evaluated without extra typing.
Do not count spelling on rough drafts or one-sitting assignments.
Encourage the student to use a spellchecker and to have someone else proofread his work, too. Speaking spellcheckers are recommended, especially if the student may not be able to recognize the correct word (headphones are usually included).

Change the tools

Allow the student to use cursive or manuscript, whichever is most legible
Consider teaching cursive earlier than would be expected, as some students find cursive easier to manage, and this will allow the student more time to learn it.
Encourage primary students to use paper with the raised lines to keep writing on the line.
Allow older students to use the line width of their choice. Keep in mind that some students use small writing to disguise its messiness or spelling, though.
Allow students to use paper or writing instruments of different colors.
Allow student to use graph paper for math, or to turn lined paper sideways, to help with lining up columns of numbers.
Allow the student to use the writing instrument that is most comfortable. Many students have difficulty writing with ballpoint pens, preferring pencils or pens which have more friction in contact with the paper. Mechanical pencils are very popular. Let the student find a ‘favorite pen’ or pencil (and then get more than one like that).
Have some fun grips available for everybody, no matter what the grade. Sometimes high school kids will enjoy the novelty of pencil grips or even big “primary pencils.”
Word Processing should be an option for many reasons. Bear in mind that for many of these students, learning to use a word processor will be difficult for the same reasons that handwriting is difficult. There are some keyboarding instructional programs which address the needs of learning disabled students. Features may include teaching the keys alphabetically (instead of the “home row” sequence), or sensors to change the ‘feel’ of the D and K keys so that the student can find the right position kinesthetically.
Consider whether use of speech recognition software will be helpful. As with word processing, the same issues which make writing difficult can make learning to use speech recognition software difficult, especially if the student has reading or speech challenges. However, if the student and teacher are willing to invest time and effort in ‘training’ the software to the student’s voice and learning to use it, the student can be freed from the motor processes of writing or keyboarding.

Modifications

For some students and situations, accommodations will be inadequate to remove the barriers that their writing problems pose. Here are some ways assignments can be modified without sacrificing learning.

Reduce the copying elements of assignments and tests. For example, if students are expected to ‘answer in complete sentences that reflect the question,’ have the student do this for three questions that you select, then answer the rest in phrases or words (or drawings). If students are expected to copy definitions, allow the student to shorten them or give him the definitions and have him highlight the important phrases and words or write an example or drawing of the word instead of copying the definition.
Reduce the length requirements on written assignments — stress quality over quantity.
Grade different assignments on individual parts of the writing process, so that for some assignments “spelling doesn’t count,” for others, grammar.
Develop cooperative writing projects where different students can take on roles such as the ‘brainstormer,’ ‘organizer of information,’ ‘writer,’ ‘proofreader,’ and ‘illustrator.’
Provide extra structure and intermittent deadlines for long-term assignments. Help the student arrange for someone to coach him through the stages so that he doesn’t get behind. Discuss with the student and parents the possibility of enforcing the due dates by working after school with the teacher in the event a deadline arrives and the work is not up-to-date.

Change the format

A general description of that ‘aspect’ (with at least two details)
Four important people and their accomplishments
Four important events - when, where, who and what
Three good things and three bad things about the Roaring Twenties

You can evaluate the student’s visual or oral presentation of that same information, in the alternative format.

Remediation

Consider these options:

Build handwriting instruction into the student’s schedule. The details and degree of independence will depend on the student’s age and attitude, but many students would like to have better handwriting if they could.
If the writing problem is severe enough, the student may benefit from occupational therapy or other special education services to provide intensive remediation.
Keep in mind that handwriting habits are entrenched early. Before engaging in a battle over a student’s grip or whether they should be writing in cursive or print, consider whether enforcing a change in habits will eventually make the writing task a lot easier for the student, or whether this is a chance for the student to make his or her own choices.
Teach alternative handwriting methods such as “Handwriting Without Tears.”
Even if the student employs accommodations for writing, and uses a word processor for most work, it is still important to develop and maintain legible writing. Consider balancing accommodations and modifications in content area work with continued work on handwriting or other written language skills. For example, a student for whom you are not going to grade spelling or neatness on certain assignments may be required to add a page of spelling or handwriting practice to his portfolio.

More information on dysgraphia

The Writing Dilemma: Understanding Dysgraphia . Richards, Regina G. RET Center Press, 1998. This booklet defines and outlines the stages of writing, the effects of different pencil grips on writing, and dysgraphic symptoms. Guidelines are provided to identify dysgraphic students and specific helps and compensations are provided.
Educational Care: A System for Understanding and Helping Children with Learning Problems at Home and in School . Levine, Melvin. Cambridge, MA: Educators Publishing Service, 1994. Concise, well organized descriptions of specific learning tasks, variations in the ways students process information, and concrete techniques that teachers and parents can use to bypass areas of difficulty.
Handwriting Without Tears. Olsen, Jan Z.
Shannon, Molly, OTR/L Dysgraphia Defined: The Who, What, When, Where and Why of Dysgraphia - conference presentation, 10/10/98.

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Creative Writing Activities for a Special Needs Student

I always assigned creative writing activities on the first day of school to start the year off on the right foot. For instance, I wanted the students to share something from their Summer vacation right after lunch this particular school year.

However, one of my students had a hard time with the assignment.

“I can’t do this!” John said, slamming his pencil down. “These writing assignments are just too hard for me,” he continued.

“What is it about the assignment that makes it too hard for you, John,” I said.

“I’m just not good at writing, and I don’t know what to write about,” John said.

Writing is one of the hardest tasks for children who have special needs. The process of getting their thoughts and ideas down on paper is overwhelming for students.

Creative Writing Activities for a Special Needs Student

Although writing can be a tedious process, there are many different ways for students to express themselves through writing. Here are eleven great writing activities to try with your students.

Want One-On-One Expert Help?!

Check this out.

11 Writing Activities Your Special Needs Students Will Enjoy

#1 comic book writing.

I have found that some of my students love writing comic book stories. They don’t feel overwhelmed like they do when they are assigned a five-paragraph essay. In addition, it is a creative way to practice writing in smaller sentences.

You can find comic book-creating websites or templates online to help you plan the assignment. I have found that Make Beliefs Comix is a great online resource for those wanting to explore and write creatively. I have a student who uses this website, and he loves being able to create his own comic book.

#2 Sensory Writing

Sensory writing is an engaging way to encourage students to use all of their senses in their writing.

Begin by offering your students a variety of sensory experiences, such as:

Smelling different scents
Touching various textures
Listening to different sounds
Looking at things in different ways, like under a microscope, magnifying glass, or in the dark with a flashlight

Then, have them describe these experiences using vivid language and detail. Sensory writing activities help students to develop their descriptive writing skills and connect their experiences to their writing.

#3 Memory Writing

Memory writing is an activity where students can reflect on something they read earlier in the week. The reading could be something that they read or experienced in reading groups.

The students have a time limit to reflect and write so that everyone has an opportunity to write about what they remember. This creative writing activity is important because it encourages students to recall their memories, which builds stronger connections in the brain.

#4 Reading Response Journals

As a student, I hated work that seemed like a waste of time. One thing that I remember was that each week we had to write a reading response about something that we had read that week.

A reading response journal is a series of entries from students’ reflections, opinions, and reactions to readings. This active learning technique encourages them to examine things thoroughly and relate what they’ve read to their prior knowledge and experiences.

Tips for Reading Response Journals

Let your student know this is his journal. No one else has to read it, and he will not be graded on what he writes in it.
Give ample time for each student to write in their journal immediately after reading time when it is fresh on their mind.
Provide journal prompts so your students aren’t sitting there staring at the blank page, overwhelmed with what to write. Here are a couple of reading response journal prompts:
Reader Response Journal Prompts
Reader Response Journal Questions

#5 Picture Storytelling

Visual aids can be a powerful tool to engage special needs students in creative writing. Provide your students with a selection of interesting images, such as landscapes, animals, or scenes from everyday life.

Encourage them to choose one image and write a short story based on what they see. This activity allows students to practice their descriptive writing skills while simultaneously stimulating their imagination.

Get the free Silly Sentence and Story Maker Creative Writing Activity for kids.

#6 Group Storytelling

Group storytelling is a collaborative and interactive way to help your students practice their writing skills.

First, divide your students into small groups and give each group a story prompt or a sentence to start with. Then, have each student take turns adding a sentence or two to the story.

This activity helps students learn to work together, practice writing coherent narratives, and develop their listening skills.

#7 Sentence Structure Writing Activities

There are many ways to practice writing skills. However, as a teacher, I always think of ways to get my students to work on their sentence structure that is not so boring or overwhelming.

Ideas for Practicing Sentence Structure

Give them a topic that they have to write about in under 100 words.
Provide them one word to write a paragraph about what they know about that word.
Give them unique writing prompts that could have fun and creative endings. For example, “If they were to have a dinosaur for a pet, what would they do with their dinosaur?”
Have them map out an outline of their paper using a specific topic.
Do a brainstorming activity using their research topic.

#8 Mad Libs

Mad Libs is an activity that helps students practice their grammar and vocabulary skills in a fun way without pressure.

Create a simple story template with blanks for various parts of speech (nouns, verbs, adjectives, etc.). Have your students fill in the blanks with their own choices of words.

When they’re done, read the completed Mad Libs story aloud, and enjoy the silly and creative results!

#9 Letter Writing

Letter writing can be an enjoyable way for students to practice their writing and communication skills. Encourage students to write letters to friends, family members, or even fictional characters.

Teach them about the different parts of a letter, such as the greeting, body, and closing. Letter writing helps students practice organizing their thoughts, expressing their feelings, and writing in a clear and structured manner.

You can even check out these pen pal programs for kids to write to astronauts, authors, and deployed soldiers.

#10 What If” Scenarios

Encourage your special needs students to think outside the box by presenting them with “what if” scenarios. Provide prompts that ask students to imagine alternate realities or situations, such as “What if…”

You could become invisible for a day?

The world was made of candy, you discovered a secret door in your house that led to a magical land, technology suddenly ceased to exist, everyone had the power to fly, you could communicate with animals, there was a potion that could grant any three wishes, humans could breathe underwater, time could be paused for an hour each day, you found a map to a hidden treasure.

Have your students write a short story or paragraph describing the scenario and its consequences. This activity fosters creativity and helps students explore new perspectives and ideas in their writing.

You could make this a What if Wednesday activity that your students would look forward to each week.

#11 Rewrite

Lastly, another creative writing activity that is fun and gets children to think creatively is something I call “rewrite.”

Many stories over the years have been rewritten with new endings. For example, Cinderella is a story that has multiple different endings.

Give students a short story to rewrite that would change the story in some way. This assignment can be an excellent writing activity to teach them about plagiarism. In addition, you can instruct them on the best way to write the story without copying the author’s ideas or information.

What Creative Writing Activities Do You Use In Your Classroom?

Writing can be difficult for special needs students. However, creative writing activities can be a fun way for students to learn the basics of writing. Choose from any one of these five writing exercises, or try them all!

No matter which you choose, we’re confident that they will help your student develop their language skills in ways that are both enjoyable and challenging.

Do you have an idea for another creative exercise or activity not listed here? Drop it in the comments below so we can add it to our list. We look forward to hearing how this helps your students!

Additional Resources

Writing Strategies Made Simple
How to Easily Create Social Stories to Successfully Teach Children
Reading And Writing Our Way Through Thanksgiving

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Implementation | Recommended Reading

Writing Instruction for Special Needs Students

Read Time 2 mins | Mar 26, 2020 9:49:59 AM | Written by: Toolbox

Download the research report below

We all know that one effective strategy is to break down a task into smaller, more manageable tasks. Teachers often segment a five paragraph essay, by asking students to ‘just write the introduction.’ But it’s the word ‘just’ that’s almost laughable. (In fact, do you ever notice how anytime the word ‘just’ precedes a task, it’s usually in attempt to make a difficult process appear easy?) “Just writing” an introduction can be so overwhelming and anxiety-producing for a special ed student that they simply shut down. The question becomes HOW to teach these skills.

Research has shown that focusing on the discrete skills and aspects of the writing process produces higher student achievement and success rates than writing taught with a holistic focus on product. When not overwhelmed with having to ‘fill’ an entire page of lined paper, special needs students, after direct instruction that includes teacher modeling and guided practice, can celebrate being successful at writing an interesting beginning for a story, or writing an enticing lead for an expository piece. A segment of elaborative detail, or of suspense. Small successes along the way encourage them and build confidence.

Because differences are our greatest strength

Common accommodations and modifications in school

By Amanda Morin

Expert reviewed by Donna Volpitta, EdD

There are many ways teachers can help kids who are struggling in school. Here are some common accommodations and modifications that schools and families can discuss as possible options for kids.

Common accommodations

Presentation accommodations (changes the way information is presented)

Listen to audio recordings instead of reading text

Learn content from audiobooks, movies, videos, and digital media instead of reading print versions

Work with fewer items per page or line

Work with text in a larger print size

Have a “designated reader” — someone who reads test questions aloud to students

Hear instructions spoken aloud

Record a lesson, instead of taking notes

Get class notes from another student

See an outline of a lesson

Use visual presentations of verbal material, such as word webs

Get a written list of instructions

Response accommodations (changes the way kids complete assignments or tests)

Give responses in a form (spoken or written) that’s easier for them

Dictate answers to a scribe who writes or types

Capture responses on an audio recorder

Use a spelling dictionary or digital spellchecker

Use a word processor to type notes or give answers in class

Use a calculator or table of “math facts”

Setting accommodations

Work or take a test in a different setting, such as a quiet room with few distractions

Sit where they learn best (for example, near the teacher)

Use special lighting or acoustics

Take a test in a small group setting

Use sensory tools such as an exercise band that can be looped around a chair’s legs (so fidgety kids can kick it and quietly get their energy out)

Timing accommodations

Take more time to complete a task or a test

Have extra time to process spoken information and directions

Take frequent breaks, such as after completing a worksheet

Scheduling accommodations

Take more time to complete a project

Take a test in several timed sessions or over several days

Take sections of a test in a different order

Take a test at a specific time of day

Organization skills accommodations

Use an alarm to help with time management

Mark texts with a highlighter

Use a planner or organizer to help coordinate assignments

Receive study skills instruction

Common modifications

Assignment modifications

Complete different homework problems than peers

Answer different test questions

Create alternate projects or assignments

Curriculum modifications

Learn different material (such as continuing to work on multiplication while classmates move on to fractions)

Get graded or assessed using a different standard than other students

Be excused from particular projects

Learn about the difference between accommodations and modifications . For kids who have specific struggles, check out accommodation guides for dyslexia, ADHD, and more . And find out why some kids might refuse to use accommodations .

Explore related topics

Adaptations and Modifications for Students with Special Needs

These resources detail easy modifications to incorporate in your curriculum for students with special needs. Adjustments in classroom environment, curriculum planning, and assessment, will help you accommodate and challenge each member of your class. Appropriately modify your instruction to address diverse needs with our articles on bilingual special education, Autism, and ADD/ADHD. You'll also find great resources for implementing IEPs and creating an inclusive classroom.

Recommended Adaptations and Modifications for Students with Special Needs Resources

TEACHING RESOURCE

Teaching Students with Special Needs

Collaboration Between General and Special Education Teachers

Teaching Mathematics to Gifted Students in a Mixed-Ability Classroom

Modifying Instruction: Teaching Students with ADD

Adapting Language Arts, Social Studies, and Science for the Inclusive Classroom

Structuring Lessons for Diverse Learners -- Planning Pyramid

a strategy to support struggling readers

Repeated Reading

Planning Pyramid for Multi-Level Mathematics Instruction

Adapt Lessons to Reach All Students

Simplifying or Supplementing Existing Materials

Adapting Reading and Math Materials in the Inclusive Classroom

Key Instructional Principles to Use with English Language Learners

Writing Avoidance in Students with Autism

Strategies for Helping Autistic Students with Writing Avoidance

Teaching Children with ADD/ADHD

The Assignment Routine

LESSON PLANS

Adapting Existing Materials

Guiding Principles for Assessment Accommodations

Planning for Success: Teaching Students with ADD

Assistive Technology for Students with Mild Disabilities

Response: Math Tools

What to Include in an IEP

Structuring Lessons to Promote Learning from Materials

Bilingual Special Education

Promoting Social Development for Students with Autism

Tips on Creating Lesson Modifications and Accommodations for Students with Special Needs

Categories : Inclusion strategies for mainstreamed classrooms
Tags : Special ed information for teachers & parents

The Need for Modifications and Accommodations

Go into any mainstream classroom in any school community and you will find students with special needs struggling to understand and apply the required learning objectives and outcomes. Even with the legal mandates of IDEA 2004 and the student’s IEP, teachers are daunted by the task of IEP expectation when it comes to lesson modifications and accommodations.

Yet the need remains for the “how to” manual on creating instructional plans that provide equity and access for special needs students in mainstream and self-contained classrooms.

How To Tips on Effective Lesson Modifications and Accommodations

Whether your instructional strategy technique is mastery of the subject content material, understanding, interpersonal or self-expressive, when it comes to providing lesson modifications and accommodations for students with special needs, the task can be overwhelming. Using tips in this article can make the task welcoming and create win-win learning opportunities for students who may need lesson modifications and accommodations in your classroom.

Tips for Academic and Behavioral Success

Make sure that the learning objectives are clear and easy to read and understand
Provide written individual instructional guides if needed to insure that students stay focused and on task
Provide clear expectations for Instructional assistants or resource staff to guide students through the lesson
Create kinesthetic practice opportunities for hands on manipulations and performance based assessments
Provide visual aids if needed to accompany the lesson objectives
Create classroom transitions that provide students with before and after warning reminders during activity or lesson changes
Read the student’s IEP to make sure that the proper and expected lesson modifications and accommodations are being implemented in the classroom
Include student interest in lesson changes to create accessible and fun lessons
Scaffold the instruction by using creating smaller chunks of information for understanding and processing of the learning objectives
Provide practice opportunities for students to understand the lesson expectations
Model what you teach with clear, concise steps and processing.
Incorporate assistive technology in your lesson planning when indicated by student’s IEP or learning need
Provide celebrations and reinforcement incentives for positive and constructive behavior in the classroom
Create lesson assessments that are doable and provide increased challenges as the student masters the expected outcome
Make lessons fun and teaching fun

By creating effective instructional plans that motivate and engage students with special needs, teachers can find that lesson modifications and accommodations are as natural and collaborative as their learners engagement and outcome.

Modified Lesson Plans For Special Education

Who is responsible for this?

Typically the Special Education Teacher is responsible for modifying lesson plans for special education students. In a team teaching situation, the General Education Teacher will plan the lesson for their class and give the plans to the Special Ed Teacher to be modified to a level where Special Education students can access it. This could be something simple like providing notes that simplify the content presented, or could be adapted the entire lesson to more basic terms to be taught in a small group situation.

Special Education Teachers are taught how to adapt and modify lesson plans without changing the curriculum. Keeping the integrity of the lesson and information while presenting it in a way that is appropriate for all level of learners.

Tips on How to Modify Lesson Plans for Special Education

When given a specific standard of learning that your students must demonstrate an understanding of, it’s important to break down the standard. Some questions to keep in mind when modifying lesson plans for Special Education:

What is the main concept/goal of the lesson? Always keep the bigger picture in mind.
Our students will not be able to retain every bit of information you teach, what are the more important facts/skills/ideas you want your students to know?
You might even be able to eliminate some parts of the lesson that while interesting, are not critical to learning the concept/lesson. It’s a judgment call based on what you are teaching.
Sometimes the content/lesson needs to be broken down into smaller lessons to make the it easier for our students to understand. They need to understand the first concept before building on top of it.
For students with comprehension or processing difficulties, the extra verbiage in text can be completely distracting and confuse students further. It can also discourage students if they read a whole paragraph of words they barely understand and are supposed to understand it.
Think about how much we break down teaching life skills into super basic steps. We task analyze everything! In the same sense, we need to teach academic skills this way.
Not all students will be able to dictate that they understand a concept the same way. Some students may need more options or accommodations to demonstrate understanding of material. Look at your specific students and make the best decision based on their ability levels.
If you are creating material for a self-contained classrooms, you can always go over to another department and ask a teacher there to look over your lessons to make sure they are teaching the same concepts.

Sometimes simply creating new questions that are multiple choice to go along with a text may not be enough, the teacher might have to reteach the lesson or plan activities that will help students further understand the presented material.

One of the biggest mistakes when modifying lesson plans for Special Education is that some teachers are removing and changing too much of the content that it in turn, ends up changing the main idea or point that is being presented in the lesson. It is important to keep the meat of the content in the lesson or text. The material should be presented in simpler terms and broken down for students. A good idea when you are done modifying is to let the General Education Teacher review what you’ve done so they can confirm that it is still teaching the same ideas/material as the original lesson.

It’s not just about adapting lesson plans. YES, OF COURSE that is important and crucial in teaching. As Special Education Teachers, it’s also about continual check ins to make sure students are still with you. We have to present information with a multi modal approach to teach all learners. We have to give students opportunities to respond in different ways (as long as it demonstrates understanding). All the accommodations and modifications that students need to ‘even the playing field’ is what we are responsible for making sure every student gets. If all students are different, learn different, and see the world differently, why would we ever think that the same methods/tools would work with everyone?

Think about how you learn. Are there certain strategies or tools you use when you are learning or studying that help you understand, organize, and retain information better? We have the ability to implement strategies on our own that help us in our environment but our students may not. We have to learn about how they learn, figure out how to best address their needs, and equip them with that they need to succeed in education, but also in life.

*REMEMBER: We are all still learning! It might be hard at first as well as be time consuming but once you learn how to effectively adapt and modify lesson plans for special education , you’ll be a better teacher! Allow yourself to learn, make mistakes, and try again! Do it enough and soon it’ll become second nature to you. It also makes you a better teacher because then you start to teach and speak this way when working with your students, not just in certain academic lessons. So you’re constantly reaching all learners.

Other Benefits of Learning how to Modify Lesson Plans for Special Education

I find that from my experience as a Special Education Teacher, the skills I’ve learned in the classroom to modify lessons and materials have helped me when I talk to people where English may be their second language or if we are discussing topics certain people are not familiar with. Even when speaking to my own children, I am able to assess and analyze how to break down certain topics or life lessons I want to teach them in a way they can understand. It actually takes the fluff out of a lot of things and we realize how unnecessary that is for us but also for our students with learning disabilities. Simplifying things is not just beneficial for students with disabilities, it would do us all some good!

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Special Needs for SPECIAL KIDS

Writing prompts for kids with pictures.

September 3, 2018
Differentiation , Teaching Tips

Do you use writing prompts with your kids? Can your students write their own story? Can your students even read? Most of my students could do neither, but every single one could write their own story using a writing prompt with pictures. You can even download a free one to try at the end of this post.

I have noticed an increased emphasis on writing prompts for all students. We are asking kids to not only write more, but we are expecting them to write at a higher level than before. Although I imagine this is a challenge for even the regular education teacher, what do you do if you teach students who do not have that same ability?

How do use writing prompts for students who cannot read

Many special education teachers are faced with finding a way for students to meet the curriculum guidelines and produce some form of written content that I could b graded and demonstrate growth and comprehension. This is often done through the use of writing prompts. I decided to take these writing prompts other kids were using and make them accessible to students who could not write a story, or even read.

And these writing prompts worked GREAT!!

I developed a template relating to the topic we were going to write about. Sometimes, I just wrote it out quickly on construction paper. Sometimes, I had a writing prompt with pictures neatly formatted and printed off.

If I was really on my game, I had all my predetermined picture choices and writing prompt ready to go and printed out. That was my goal. The writing prompt would look something like this:

But, let’s face it, sometimes we are just not that ahead of the game. We use what we have. Sometimes that was looking through magazines, and other pre-printed material I could find. Sometimes, we used the student’s communication device to create the writing prompt. He or she would point to a picture and I would write the answer in the empty box.

Do writing prompts for kids remind you of mad libs?

These writing prompts are very similar to the old fashioned mad libs. There are no wrong answers. The writing prompts are their own personal expression.

That brings me to the other very important part of using writing prompts with students who likely can not even read or talk. Students need a chance to share their stories. I had them “read” their finished writing prompts in whatever mode of communication they were most comfortable with. That may have meant I recorded their story on their device, and they got to hit “play” while we listened. For my most affected students, I recorded their writing prompt, one line at a time, on a BigMack. They would read their story, hitting the button to advance to the next line.

So, I encourage you to try out some writing prompts with your students. I think you will be pleasantly surprised, and it will lead to increased participation and communication. Be sure to click on the button below to get your free apple writing prompt!!

Writing prompts for kids do not have to be long
There are no wrong answers in these writing prompts
Use what you have, writing prompts don’t need to look perfect
Give them a chance to share their finished writing prompts

Due to my love of writing prompts for kids, I created a unit that contains 26 different writing prompts from A-Z. You can check it out here!!

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I love it !! thanks for the recourses and positive talk !:) It is some times very overwhelming.

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Supports, Modifications, and Accommodations for Students

Photo of a young African-American boy, lifting his arms up high and grinning.

For many students with disabilities—and for many without— the key to success in the classroom lies in having appropriate adaptations, accommodations, and modifications made to the instruction and other classroom activities.

Some adaptations are as simple as moving a distractible student to the front of the class or away from the pencil sharpener or the window. Other modifications may involve changing the way that material is presented or the way that students respond to show their learning.

Adaptations, accommodations, and modifications need to be individualized for students, based upon their needs and their personal learning styles and interests. It is not always obvious what adaptations, accommodations, or modifications would be beneficial for a particular student, or how changes to the curriculum, its presentation, the classroom setting, or student evaluation might be made. This page is intended to help teachers and others find information that can guide them in making appropriate changes in the classroom based on what their students need.

Part 1: A Quick Look at Terminology Part 2: Different Types of Supports

Part 1: A Quick Look at Terminology

You might wonder if the terms supports , modifications , and adaptations all mean the same thing. The simple answer is: No, not completely, but yes, for the most part. (Don’t you love a clear answer?) People tend to use the terms interchangeably, to be sure, and we will do so here, for ease of reading, but distinctions can be made between the terms.

Sometimes people get confused about what it means to have a modification and what it means to have an accommodation . Usually a modification means a change in what is being taught to or expected from the student . Making an assignment easier so the student is not doing the same level of work as other students is an example of a modification.

An accommodation is a change that helps a student overcome or work around the disability . Allowing a student who has trouble writing to give his answers orally is an example of an accommodation. This student is still expected to know the same material and answer the same questions as fully as the other students, but he doesn’t have to write his answers to show that he knows the information.

What is most important to know about modifications and accommodations is that both are meant to help a child to learn.

Part 2: Different Types of Supports

Special education.

By definition, special education is “specially designed instruction” (§300.39). And IDEA defines that term as follows:

Thus, special education involves adapting the “content, methodology, or delivery of instruction.” In fact, the special education field can take pride in the knowledge base and expertise it’s developed in the past 30-plus years of individualizing instruction to meet the needs of students with disabilities. It’s a pleasure to share some of that knowledge with you now.

Adapting Instruction

Sometimes a student may need to have changes made in class work or routines because of his or her disability. Modifications can be made to:

what a child is taught, and/or
how a child works at school.

For example:

Jack is an 8th grade student who has learning disabilities in reading and writing. He is in a regular 8th grade class that is team-taught by a general education teacher and a special education teacher. Modifications and accommodations provided for Jack’s daily school routine (and when he takes state or district-wide tests) include the following:

Jack will have shorter reading and writing assignments.
Jack’s textbooks will be based upon the 8th grade curriculum but at his independent reading level (4th grade).
Jack will have test questions read/explained to him, when he asks.
Jack will give his answers to essay-type questions by speaking, rather than writing them down.

Modifications or accommodations are most often made in the following areas:

Scheduling . For example,

giving the student extra time to complete assignments or tests
breaking up testing over several days

Setting . For example,

working in a small group
working one-on-one with the teacher

Materials . For example,

providing audiotaped lectures or books
giving copies of teacher’s lecture notes
using large print books, Braille, or books on CD (digital text)

Instruction . For example,

reducing the difficulty of assignments
reducing the reading level
using a student/peer tutor

Student Response . For example,

allowing answers to be given orally or dictated
using a word processor for written work
using sign language, a communication device, Braille, or native language if it is not English.

Because adapting the content, methodology, and/or delivery of instruction is an essential element in special education and an extremely valuable support for students, it’s equally essential to know as much as possible about how instruction can be adapted to address the needs of an individual student with a disability. The special education teacher who serves on the IEP team can contribute his or her expertise in this area, which is the essence of special education.

Related Services

One look at IDEA’s definition of related services at §300.34 and it’s clear that these services are supportive in nature, although not in the same way that adapting the curriculum is. Related services support children’s special education and are provided when necessary to help students benefit from special education. Thus, related services must be included in the treasure chest of accommodations and supports we’re exploring. That definition begins:

§300.34 Related services.

(a) General . Related services means transportation and such developmental, corrective, and other supportive services as are required to assist a child with a disability to benefit from special education, and includes…

Here’s the list of related services in the law.

speech-language pathology and audiology services
interpreting services
psychological services
physical and occupational therapy
recreation, including therapeutic recreation
early identification and assessment of disabilities in children
counseling services, including rehabilitation counseling
orientation and mobility services
medical services for diagnostic or evaluation purposes
school health services and school nurse services
social work services in schools

This is not an exhaustive list of possible related services. There are others (not named here or in the law) that states and schools routinely make available under the umbrella of related services. The IEP team decides which related services a child needs and specificies them in the child’s IEP. Read all about it in our Related Services page.

Supplementary Aids and Services

One of the most powerful types of supports available to children with disabilities are the other kinds of supports or services (other than special education and related services) that a child needs to be educated with nondisabled children to the maximum extent appropriate. Some examples of these additional services and supports, called supplementary aids and service s in IDEA, are:

adapted equipment—such as a special seat or a cut-out cup for drinking;
assistive technology—such as a word processor, special software, or a communication system;
training for staff, student, and/or parents;
peer tutors;
a one-on-one aide;
adapted materials—such as books on tape, large print, or highlighted notes; and
collaboration/consultation among staff, parents, and/or other professionals.

The IEP team, which includes the parents, is the group that decides which supplementary aids and services a child needs to support his or her access to and participation in the school environment. The IEP team must really work together to make sure that a child gets the supplementary aids and services that he or she needs to be successful. Team members talk about the child’s needs, the curriculum, and school routine, and openly explore all options to make sure the right supports for the specific child are included.

Much more can be said about these important supports and services. Visit our special article on Supplementary Aids and Services to find out more.

Program Modifications or Supports for School Staff

If the IEP team decides that a child needs a particular modification or accommodation, this information must be included in the IEP. Supports are also available for those who work with the child, to help them help that child be successful. Supports for school staff must also be written into the IEP. Some of these supports might include:

attending a conference or training related to the child’s needs,
getting help from another staff member or administrative person,
having an aide in the classroom, or
getting special equipment or teaching materials.

The issue of modifications and supports for school staff, so that they can then support the child across the range of school settings and tasks, is also addressed in our article on Program Modifications for School Personnel .

Accommodations in Large Assessments

IDEA requires that students with disabilities take part in state or district-wide assessments . These are tests that are periodically given to all students to measure achievement. It is one way that schools determine how well and how much students are learning. IDEA now states that students with disabilities should have as much involvement in the general curriculum as possible. This means that, if a child is receiving instruction in the general curriculum, he or she could take the same standardized test that the school district or state gives to nondisabled children. Accordingly, a child’s IEP must include all modifications or accommodations that the child needs so that he or she can participate in state or district-wide assessments.

The IEP team can decide that a particular test is not appropriate for a child. In this case, the IEP must include:

an explanation of why that test is not suitable for the child, and
how the child will be assessed instead (often called alternate assessment).

Ask your state and/or local school district for a copy of their guidelines on the types of accommodations, modifications, and alternate assessments available to students.

Even a child with many needs is to be involved with nondisabled peers to the maximum extent appropriate. Just because a child has severe disabilities or needs modifications to the general curriculum does not mean that he or she may be removed from the general education class. If a child is removed from the general education class for any part of the school day, the IEP team must include in the IEP an explanation for the child’s nonparticipation.

Because accommodations can be so vital to helping children with disabilities access the general curriculum, participate in school (including extracurricular and nonacademic activities), and be educated alongside their peers without disabilities, IDEA reinforces their use again and again, in its requirements, in its definitions, and in its principles. The wealth of experience that the special education field has gained over the years since IDEA was first passed by Congress is the very resource you’ll want to tap for more information on what accommodations are appropriate for students, given their disability, and how to make those adaptations to support their learning.

Miss Ashlee's Class

Differentiated and Visual Supported Resources for Special Education

How to Create Differentiated Writing Activities for Special Ed Classrooms

Teaching writing lessons as a whole group to students of multiple ability levels can be difficult. You want to teach writing activities that are engaging, challenging, and differentiated so all your students can participate, but your students are all so different! Writing ability levels can cross a large range in any classroom depending on your grade and your type of classroom. You may have students who are able to write in complete sentences and students who have limited fine motor skills in the same class. You may have students generating their own ideas and other students who require error-free picture choices to participate. This definitely creates a challenge!

Because I love creative writing, I wanted to find a way for all my students to participate in the same writing activity, but yet still be challenged to the best of their ability. Resources like this are hard to find, so I started creating my own. Over the years, I got better at learning my student’s abilities and how to challenge them. Now, my students enjoy my creative writing lessons and they even think writing is FUN!

Here are the steps I follow to create a differentiated writing lesson in my classroom:

Step 1: Pick a Topic

Before you create any writing activity you have to have a topic! This, of course, is the easiest step. I tend to lean towards silly topics like “How to Catch a Bunny”, or simple prompts such as “My favorite thing about ice cream is…” 🙂 But the bottom line is, whatever your focus for the lesson may be, you need a topic!

Step 2: Group Students by level of support

Start by making a list of your students and their ability levels. Write down the supports each student may need to answer a writing prompt. I typically start with students who need the least amount of support and work my way up to the students who need maximum support. If you are a visual person, it can be helpful to create a spreadsheet of your students. Then list different supports you use in your classroom. However you create your list, you want to make sure you are separating your students into groups.

Now, keep in mind, when I say “break up your students into groups” I ONLY mean on paper. After I have created all my different versions and I am ready to go, I teach the lesson as a whole group lesson. We discuss the topic together, brainstorm together, and go over instructions together. The differentiation comes in when I pass out the writing prompt papers. We are still all working together and discussing the topic as a group, but students are working on the version that is appropriate for the level of support they need to be successful.

Okay, now back to grouping… I break up my student list into 3 Groups :

Group 1 – Developed Writers

These are the students who need minimal support. Students in this group are able to write using complete sentences, with minimal errors. They are able to use correct capitalization and punctuation, or they are able to use a writing checklist to correct errors. These students are working on writing a simple paragraph (2-3 sentences) on topic to answer a writing prompt. Students in this group are using a spelling dictionary and writing checklist independently.

Group 2 – Emerging Writers

These students need a moderate level of support. Students in this group need sentence starters or complete the sentence style writing. They need numbered lines when writing a sequence of events. Some students are able to generate their own ideas to answer a writing prompt, but may have difficulty writing complete sentences with proper sentence structure, correct capitalization, punctuation, and spelling. Students in this group should be able to develop an idea using a word bank or idea bank related to the topic.

Group 3 – Non-Writers

These students need maximum level of support. Students in this group have limited fine motor skills making it difficult to use correct letter formation and spacing. This group is appropriate for students who are non-verbal and use AAC devices or picture support for communication. Students in this group have may difficulty generating independent thoughts to answer questions and require error-free, picture-supported choices to participate.

Step 3: Create Version 1 for your Developed Writers

Once you create the first version of your writing prompt, you can duplicate it, and add appropriate supports with each additional version you create. This version is the highest level of differentiation for your class. Students who use this version may just need a blank sheet of writing paper and the writing prompt. Maybe you add a small picture at the top for some picture support.

Step 4: Duplicate and Create Additional Versions

Version 2 is for your emerging writers.

Give the same writing prompt or question and add support. You can add a small word bank for students to use for ideas or correct spelling. This is the version where you might provide a sentence starter or fill-in the blank style prompts, such as “My favorite recess activity is … I like this activity because…” This version gives students a way to complete the same prompt as their peers, but with support.

In some classrooms you may have students who are able to verbally provide an answer to the writing prompt (either by speaking or using an AAC device), but unable to write the answer due to limited fine motor skills. If they can verbally give you the answer, then you can write the answer with a highlighter and have them trace it the best they can. Even if their tracing is not legible, it provides these students the opportunity to participate and practice their fine motor skills. You could also give them the option to type the answer on the computer or any other device they are comfortable with.

Writing checklists, spelling dictionaries, and picture-supported word banks are all great examples of support for this version. CLICK HERE for a Free Writing Checklist Bookmark I use in my classroom.

Version 3 is for your Non-Writers

This version is for students who need a maximum level of support to complete writing activities. With this version, you provide error-free, picture-supported answer choices, and fill-in the blank questions. If you do not have access to a picture symbol program you can easily insert images onto a worksheet using Google Slides (Click Here for a quick video tutorial) . Providing picture choices in cut/paste format also gives these students the opportunity to strengthen fine-motor skills.

How many versions of each writing activity you create is solely based the the needs and abilities of your students. Sometimes you may need more, sometimes less, but the goal of this grouping system is to create a differentiated writing lesson you can do as a whole group. I hope this helps you organize and create some awesome, writing lessons for your students! Thank you for reading!

If you are interested in checking out some of my differentiated writing lessons:

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Special Education Lesson Plans

Many teachers, especially new ones, find it challenging to write or modify a lesson plan for special education., knowledgeable tips and information for every step on the way., breaking apart learning targets, scaffolding the learning of special needs students, assessment by one skill learning target.

There will come a time when the school district embeded curriculum does not meet the needs of your special education students. Classroom activities will need to be accommodated or modified for learning disabilities and requirements of special needs students. As a teacher, you will need to be creative and resourceful in order to provide your students with an effective education.

As a new or even experienced special education teacher, writing a lesson plan can be daunting and so time-consuming that you may feel stressed and like you don't have time to devote to anything else.

Special education students require different accommodations and strategies than general education students. It can be hard to know how to compare them and what to include in a lesson plan for these students. Especially when accommodations and modifications may need to be adapted each and every time you use the lesson.

Some things you can do to add modifications and accommodations to lesson plans include the use of different materials, resources, worksheets, extended directions, and alternate assessments. Who has time for that?

Teach Tastic is here to help you save time and headaches in writing special education lesson plans. Our guide includes everything you need to know about writing and adapting a lesson plan for special education and includes a free lesson plans template that you can use as a starting point for your own plans. This will make you very very happy and ready to dance a jig in all your free time. So check us out, special education teachers, and let us help you plan lessons more easily!

A teacher writting a lesson plan with TeachTastic IEP's new tips

Every good lesson plan starts with the learning target

A learning target is a specific, measurable, and attainable goal that teachers set for their students. This phrase will sound very familiar to special education teachers. Let's find out a little bit more about why they are important. Having a learning target in a lesson plan is essential because it provides focus and clarity for both the teacher and the students. Without a learning target, it is easy for a lesson to become derailed or for students to become lost and disengaged. Additionally, a learning target helps ensure that students are mastering the material being taught. By setting a clear and concise goal at the beginning of the lesson, the teacher can monitor student progress and adjust the lesson accordingly.

Ultimately, a learning target is essential for creating an effective and successful lesson plan.

With this in mind, a learning target for special education will probably look different from its general education counterpart. Learning targets for special education are going to be broken down into more manageable parts. What many students will master in one or two class sessions, a special education teacher might need to expand to three or four class sessions. Let's review this with a few helpful examples of breaking down general education learning targets for special education.

McGraw Hill my math learning target for 1.OA.3

What should the student be able to do?

The student should be able to add zero to a number and a number to a zero to get that number as the sum.

With this specific general education curriculum learning target it might need to be broken down right where the and is placed in the sentence.

1 example problem: 0 + 3 = 3

2 example problem: 3 + 0 = 3

The main reason skills would be considered for separation will be if the student needs manipulative or other teaching strategies. It would be best to understand what parts of the learning target the student can do or not do rather than one blanket yes or no for what is really to separate skills. The ability to track specific strength and need areas within the learning target is going to be necessary when reporting progress on the learning target itself. This is especially important for resource room type students who would be graded on a proficiency scale. For example, the difference between a two and a two point five on a proficiency scale rubric will require collecting finite and specific data such as mentioned above.

In addition to the learning target, a good lesson plan should also include the following:

A list of materials needed for the lesson

An explanation of how the material will be presented to the students

A step by step guide on how to complete each activity

A description of how student progress will be monitored and assessed

A plan for independent working time

An explanation of how the lesson will be wrapped up

Let's dive a little deeper into what each of these categories of lesson planning might look like when written.

Lesson planning with pre-requisite skills in mind

When writing a lesson plan for special education, it is important to include prerequisite skills. These are the skills that students need to know to understand the material. If we were continuing down the path of the first-grade addition with zero learning target. Prerequisite skills would include all previous knowledge associated with addition and vocabulary requirements surrounding the concept of addition.

Special education plans would include additional pre-assessments to ensure that the student is in line with this skill based on their present performance levels. This additional step would not be included in general education lesson plans because it would be assumed that the student had all prerequisite knowledge before beginning the lesson. However, it would need to be included for special education students because of knowledge degradation and gaps from year to year.

Including scaffolding in the lesson planning process

Scaffolding is a step-by-step guide on how to complete each activity. It is important to include scaffolding when writing a lesson plan for special education to help students with disabilities stay on track. Scaffolding can include various things, such as providing a model for how to complete an activity, breaking down a task into smaller steps, or giving tactile feedback. It can also include verbal prompts, such as questions that help students stay on track.

Tips for scaffolding lessons to meet the needs of all learners in your classroom:

Start with the basics and build on student knowledge incrementally

Make sure that all students are working on the same activity, at their own level

Provide clear instructions and plenty of support to help students succeed

Monitor student progress and adjust activities as needed

By following these tips, you can scaffold your lessons to meet the needs of all students in your classroom, not just those enrolled in special education.

Including accommodations in the lesson plan

Accommodations are changes that can be made to a lesson in order to make it more accessible for students with disabilities. Accommodations can include things like providing extra time for students to complete tasks, allowing students to work with a buddy, or providing a worksheet in place of a test.

Five most common accommodations for special education students:

Extra time on tests and assignments

Preferential seating

Providing class notes

Access to technology

A written list of instructions

Including modifications in the lesson plan

Modifications are changes made to the content of a lesson to make it more accessible for students with disabilities. Modifications can include things like changing the level of difficulty of a task or providing more information to students. It can also include changes to how information is presented, such as using a different font size or color.

Changing the level of difficulty of a task

Create alternate projects or assignments

Alternate rubric or grading standard

Different problem set than peers

Accepting mastery in a portion of the learning target

Including differentiation strategies

Differentiation strategies are a list of ways to modify the lesson for different students. When writing a lesson plan for special education, it is important to include a variety of differentiation strategies so that all students can be successful.

A lesson plan for special education students should also be differentiated to meet the unique needs of each student. One way to do this is to create a tiered lesson plan. This type of lesson plan includes different levels of activities so that each student can choose the activity that is best suited for their ability level. This allows all students to be successful and engaged in the lesson.

Define a tiered lesson plan: A tiered lesson plan is a type of lesson plan that includes different activities so that each student can choose the activity best suited for their ability level. This allows all students to be successful and engaged in the lesson.

Incorporating technology

Another critical aspect of a good lesson plan is incorporating technology. Technology can engage students in the learning process and provide them with additional support if needed. In addition, when used effectively, technology can make a lesson more exciting and fun for students.

1. Technology is a great way to engage students in the learning process and provide them with support if needed

2. A virtual problem set can be used to differentiate instruction

3. Online resources can be used to provide additional support for students

4. Students can be encouraged to use technology to help them with their studies

5. Technology can be used to assess student learning

How the material will be presented

When planning a science lesson, teachers typically need to provide students with a lot of information in a short amount of time. To make sure that all students are able to understand the material, it's important to present it in a way that is easy to follow. One way to do this is by using visuals. Charts, graphs, and illustrations can help students understand scientific concepts that might be difficult to explain in words. In addition, teachers can use demonstrations to show students how something works. Students are more likely to remember the concept by seeing it in action. Finally, teachers can use interactive activities to get students involved in the learning process. These activities can include group work, experiments, and simulations.

Step by step guide on how to complete each activity

When writing a lesson plan, it's important to provide teachers with a step-by-step guide on how to complete each activity. This will ensure that everyone is on the same page and that all activities are carried out effectively. It's also helpful for teachers who might be new to the subject matter. By having a guide to follow, they can be sure that they're teaching the material in the best way possible.

How student progress will be monitored and assessed

One of the most important aspects of lesson planning is monitoring and assessing student progress. This allows teachers to determine whether or not students are understanding the material and allows them to adjust their teaching methods as needed. There are a variety of ways to assess student progress, and it's important to choose the assessment strategy that will work best for the particular lesson. Some common assessment strategies include tests, quizzes, essays, and projects.

Materials needed for the lesson

When planning a lesson, it's important to provide teachers with a list of materials that will be needed for the lesson. This will ensure that everyone is on the same page and that all materials are gathered before the lesson begins. It's also helpful for teachers who might be new to the subject matter. By having a list of materials, they can be sure that they're prepared for the lesson. Teachers typically need a whiteboard and markers to write down key concepts and equations when planning a math lesson. They also use manipulatives to help students visualize mathematical concepts. Common manipulative items include linking cubes, pattern blocks, and fraction strips. In addition, teachers often use a calculator to demonstrate how to solve certain problems. By using various materials, teachers can create engaging and effective lessons that help students understand the material. When it comes to teaching language arts, there are a few essential materials that every teacher needs. A whiteboard is a must for writing down key concepts and providing visual aids. Markers or chalk can be used for the same purpose, and they're also handy for classroom activities like brainstorming. Books are obviously essential for any literature-based lesson, and articles or other nonfiction texts can be used for teaching grammar and writing skills. Writing paper is needed for in-class assignments and activities, and a word processor is a valuable tool for helping students revise and edit their work. Of course, these are just a few of the basics - every teacher has their own unique list of must-haves. But with these essential materials, you'll be well on your way to creating effective and engaging language arts lessons.

A summary of what the lesson will cover

At the end of a lesson plan, it's helpful to summarize what the lesson will cover. This will give teachers a quick overview of the covered material and help them plan their next steps. It's also helpful for students who might need to review the material later. Having a summary of the lesson, students can read what is essential and not have to read it in its entirety.

Standards Alignment

When writing a lesson plan, it's important to make sure that all activities are aligned with the relevant standards. This will ensure that students are meeting the required educational standards and that teachers are teaching the material in the best way possible. There are a variety of resources available to help teachers align their lessons with the appropriate standards, including state standards databases and online tools.

Materials & Preparation

Before starting the lesson, teachers will need to gather all of the materials that will be needed. This includes anything from textbooks to worksheets to props for demonstrations. It's important to make sure that everything is ready to go before the lesson begins. This will help keep the classroom running smoothly and will ensure that all students have the materials they need.

Instructions

Once all of the materials have been gathered, it's time to start the lesson. The instructions should be clear and easy to follow. They should also be tailored to the level of the students. For example, if the lesson is for a beginner-level class, the instructions should be simple and straightforward. If the lesson is for a more advanced class, the instructions can be more detailed.

Independent Working Time

After the instructions have been given, it's time for students to work on the activity independently. This is an important part of the lesson and allows students to practice the skills that they have just learned. It's also a time for teachers to assess student progress.

Once the independent working time is over, it's time to wrap up the lesson. This includes summarizing what was covered and answer any questions that students might have. It's also a good time to assign any homework that might be needed. By following these steps, teachers can create a lesson plan that is both effective and tailored to the needs of their students.

Including assessment strategies

Finally, a good lesson plan for special education students should include assessment strategies. Assessment allows teachers to see how well students are understanding the material and what areas they need more help in. It also allows teachers to track student progress over time.

Provide a variety of assessment strategies

Use informal assessments frequently

Assess students’ understanding of the material

Allow students to assess their own learning

Use technology to assess student learning

Including a variety of assessments, strategies are important so that all students can find one that best suits their needs. Using informal assessments frequently allows teachers to get a better idea of how well students are understanding the material. Assessing students’ understanding of the material allows teachers to target instruction where it is needed most. Allowing students to assess their own learning helps them take ownership of their learning. Finally, using technology to assess student learning provides teachers with a more detailed picture of how well students are doing.

Including these five key components in a special education lesson plan will ensure that all students have a successful and engaging learning experience.

Once you have created a well-written lesson plan, it is important to follow it closely. This will ensure that all students are learning what they need to know and that you are meeting the objectives of the lesson. If changes need to be made during the lesson, it is important to make them quickly and effectively so that the flow of the lesson is not disrupted.

It is also important to remember that a good lesson plan is not static. No matter if you are teaching kindergarten through high school it should be adaptable and flexible. Lessons should be adapted throughout the school year and on a very regular basis to meet the needs of each individual student.

Learning targets for special education students will look different than those of their general education peers. A good lesson plan for special education students takes this into account and scaffolds activities accordingly. Pre-requisite skills must be assessed and taken into account when planning a lesson. Differentiation strategies are essential for meeting the needs of all students in the classroom.

Special Education Lesson Plans in Summary

When creating special education lesson plans, it is important to keep the following in mind:

Learning targets should be specific and tailored to the needs of special education students

Pre-requisite skills must be assessed and taken into account when planning a lesson

Differentiation strategies are essential for meeting the needs of all students in the classroom

Activities should be scaffolded to meet the needs of special education students

It is important to be flexible and adaptable when planning a lesson for special education students

Special Education Teachers Lesson Plan

This math intervention lesson demonstration is one of our free resources for teaching students addition to five with addition sentence models.

IEP Goals - Addition up to 5 and Addition up to 5

IMAGES

Use Visuals To Modify & Support Lessons and Tasks · Mrs. P's
Examples of Modified Assignments for Students with Special Needs
Quiz & Worksheet
Examples of Modified Assignments for Students with Special Needs Co
Examples of Modified Assignments for Students with Special Needs
7 Steps to Teaching Writing Skills to Students with Disabilities

VIDEO

Tips on How To Differentiate Writing Lessons
How to add assignments on your Moodle course ( latest Moodle version)
How to assign and Deassign Language Group to students in SATs online
How can make assignment with wordpad and use different features
How to create and edit assignments on Typing.com
How to modify your writing lessons for English Language Learners / ESOL Strategies

COMMENTS

Modifying Writing Assignments for Special Ed Students
Not every student learns in the same way, and that statement is especially true for special education students. While there are many ways to modify writing assignments for them, we have to be sure ...
Examples of Modified Assignments for Students with Special Needs
Here are some examples of modifications. Remember, that a modified lesson in an inclusive classroom is a lesson where the objective and/or learning materials have been changed to meet the needs of a special learner. However, the overall concept or activity remains the same so that the learner can experience the curriculum alongside his or her ...
How to Modify for Special Education
Give a specific list for steps to complete a task. Provide concept cards with an assignment. Allow the student to use their book or notes. Provide specific examples. Highlight tricky or key words in questions. Allow extra time. Allow student to work in quieter setting. Allow calculators. Allow for brainstorming prior to the assignment.
Make Adaptations & Modifications For Special Needs
Adapt & modify the materials. Simplify the language: Change the directions, questions, etc. to reflect the student's language and reading needs. Change the format: For example, change the open-ended questions to multiple choice or fill-in formats. Allow alternate responses: Allow students to use or draw pictures instead of writing their answers.
9 Effective Differentiated Instruction Strategies for Special Needs
1. Flexible Grouping. This strategy involves students based on their learning needs, interests, or abilities. Teachers rotate groups regularly to provide varied learning experiences and social interactions. 2. Tiered Assignments. Teachers create assignments with different levels of complexity for special needs students.
PDF Modifications for Students with Disabilities
Modifications change WHAT your child learns or is taught. The Virginia Department of Education (VDOE) defines modifications as: "adjustments to an assignment or a test that changes the standard of what the test or assignment is supposed to measure." In Virginia, a modified education is called the Aligned Standards of Learning (ASOL).
IEP Planning: Accommodations & Modifications
The purpose of an accommodation is to provide a student with equal access to learning and an equal opportunity to show what he knows and what he can do. Accommodations are divided into four categories: Variations in time: adapting the time allotted for learning, task completion, or testing. Variation of input: adapting the way instruction is ...
PDF Tools for Writing: Strategies to Help Students with Special Needs
Rational and Problem Statement. Jennifer D. McCord. Olentangy Local Schools. Keywords. Early childhood special education, sentence. expansion, storyboarding. Abstract. When I started this school year with my primary level special needs students, I knew right. away that I had a problem: my students were very reluctant writers.
Teaching Writing to Students with LD
Effective writing instruction for students with disabilities incorporates three components: adhering to a basic framework of planning, writing, and revision; explicitly teaching critical steps in the writing process; and providing feedback guided by the information explicitly taught. Learn more about methods for using these components in this article.
Dysgraphia Accommodations and Modifications
Signs and symptoms of dysgraphia are described. Use the menu of accommodations and modifications to pick the best ones for your students, so they can learn the material without interference by their writing problems. Examples include; let them have more time, simplify the task, allow assistance for part of the task (i.e. a scribe to physically write for a student, give them tools that will ...
Creative Writing Activities for a Special Needs Student
Mad Libs is an activity that helps students practice their grammar and vocabulary skills in a fun way without pressure. Create a simple story template with blanks for various parts of speech (nouns, verbs, adjectives, etc.). Have your students fill in the blanks with their own choices of words.
Effective Writing Accommodations for Students with Mild to Moderate
Abstract. of a reference with mild strategies to moderate for general education effective writing accommodation to implement disabilities. to their classrooms. Included are " before " and " after" pictures on This teachers writing assignments reference or assessments. provides.
Writing Instruction for Special Needs Students
Writing time for a special education student can be less than productive - and extremely frustrating. Just putting their name on the paper can often be considered an achievement for an LD student or one who has difficulty attending to the task at hand.As teachers, we differentiate instruction across content areas for special needs students. ...
Teaching the Writing Process to Students with Special Needs
This post is part of the series: The Five Step Writing Process for Students with Special Needs. The 5 steps to good writing include: 1) Pre-writing (Brainstorming), 2) Writing (Content), 3) Rewriting/Revising, 4) Editing/Proofreading, 5) Publishing. This series goes through each step, outlining some ideas to try for students who struggle.
Common accommodations and modifications in school
Capture responses on an audio recorder. Use a spelling dictionary or digital spellchecker. Use a word processor to type notes or give answers in class. Use a calculator or table of "math facts". Setting accommodations. Work or take a test in a different setting, such as a quiet room with few distractions.
Adaptations and Modifications for Students with Special Needs
These resources detail easy modifications to incorporate in your curriculum for students with special needs. Adjustments in classroom environment, curriculum planning, and assessment, will help you accommodate and challenge each member of your class. Appropriately modify your instruction to address diverse needs with our articles on bilingual ...
Tips on Creating Lesson Modifications and Accommodations for Students
Enhancing reading, math, writing and behavioral skills, students with special needs may sometimes need lesson modifications and accommodations. A student's IEP (Individual Education Plan) may provide specific strategies for lesson changes, but for most teachers, this change may be daunting. Oftentimes, teachers are not sure how to provide the expected modifications and accommodations in ...
Modified Lesson Plans For Special Education
Sometimes modifying lesson plans for special education means using a multi modal approach to learning. Teachers should be aiming to present the information not only in more basic terms to make it easier for students to comprehend, but also using different strategies to reach all types of learners (visual, auditory, kinesthetic).
Writing Prompts for kids with pictures
These writing prompts are very similar to the old fashioned mad libs. There are no wrong answers. The writing prompts are their own personal expression. That brings me to the other very important part of using writing prompts with students who likely can not even read or talk. Students need a chance to share their stories.
Supports, Modifications, and Accommodations for Students
Updated, March 2020. For many students with disabilities—and for many without—the key to success in the classroom lies in having appropriate adaptations, accommodations, and modifications made to the instruction and other classroom activities. Some adaptations are as simple as moving a distractible student to the front of the class or away from the pencil sharpener or the window.
How to Create Differentiated Writing Activities for Special Ed
Step 2: Group Students by level of support. Start by making a list of your students and their ability levels. Write down the supports each student may need to answer a writing prompt. I typically start with students who need the least amount of support and work my way up to the students who need maximum support.
PDF Adaptations & Accommodations for Students with Disabilities
The book provides step-by-step procedures for implementing curricular adaptations for reading, writing, mathematics, and content area learning. The authors present suggestions for adapting basal materials for students with special needs, class assignments, homework, tests, and content area texts.
How to Write a Special Education Lesson Plan
The student should be able to add zero to a number and a number to a zero to get that number as the sum. With this specific general education curriculum learning target it might need to be broken down right where the and is placed in the sentence. 1 example problem: 0 + 3 = 3. 2 example problem: 3 + 0 = 3.

Tuesday, October 28, 2014

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Make Adaptations & Modifications For Special Needs

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9 Effective Differentiated Instruction Strategies for Special Needs Students

What is Differentiated Instruction?

Differentiated Instruction in Special Education Classrooms

Strategies for Differentiated Instruction

2. Tiered Assignments

3. Choice Boards

4. Learning Stations

5. Varied Instructional Methods

6. Ongoing Assessment and Feedback

7. Personalized Learning Goals

8. Adapted Materials

9. Collaborative Learning

How to Implement Differentiated Instruction: A Step-by-Step Guide

A Real-Life Example of Differentiated Instruction Strategies

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Accommodations

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Dysgraphia Accommodations and Modifications

Signs of dysgraphia

Accommodations

Change the demands of writing rate

Adjust the volume

Change the complexity

Change the tools

Modifications

Change the format

Remediation

More information on dysgraphia

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Creative Writing Activities for a Special Needs Student

Creative Writing Activities for a Special Needs Student

Want One-On-One Expert Help?!

11 Writing Activities Your Special Needs Students Will Enjoy

#2 Sensory Writing

#3 Memory Writing

#4 Reading Response Journals

Tips for Reading Response Journals

#5 Picture Storytelling

#6 Group Storytelling

#7 Sentence Structure Writing Activities

Ideas for Practicing Sentence Structure

#8 Mad Libs

#9 Letter Writing

#10 What If” Scenarios

You could become invisible for a day?

#11 Rewrite

What Creative Writing Activities Do You Use In Your Classroom?

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