Dina and Steve's Power Point Presentation on Individualized Instruction

1. ADD & ADHD AUTISM ASPERGER’S What isIndividualizedInstruction? NONVERBALDISORDERS DOWN SYNDROME & GENETIC DISEASES PHYSICALHANDICAPS By Dina Lipschultzand Steven Friedrich Mentoring Students to Become Jewish Educators Introduction to Mentoring (MS2JE-2) Week 4 – Team 3

2. Individualized instruction refers to the modifications that a teacher makes to reach individual students with special needs. The nature of those modifications ultimately depend on a number of factors including, but not limited to, the nature of the learning issues, number of students in the class, physical limitations of the classroom, the purpose and goal of the lesson to be taught.

4. 2. What is important for this particular student to learn in this lesson?

5. 3. What is this particular student’s preferred way to learn?

7. Atzei Zetim Omdimohsnug oh,hz hmg

9. That all Jews observe the same holidays regardless of where they live.

10. That all Jews share a common culture (in this case – a popular song).

11. Three new Hebrew words to add to our vocabulary.

14. A student who has ambulatory limitations can be assisted by other students or can lead the singing.

15. A student with visual limitations, autism, or who is a slow learner, can sing or clap in place – or even be partnered with other students in the conga line.3. What is this particular student’s preferred way to learn?

17. Create parallel activities for students whose issues prevent participation (draw picture of trees, draw, write or make clay figures of the words to the song, make a collage of trees, fruits or people singing and dancing, make a fruit bowl or Tu B’Shevat seder plate.

18. Use visual tools (word signs, pictures) for students with verbal handicaps.Modify the classroom environment: Remove desks or obvious tripping hazards during the conga line for students with visual or physical issues. ohsnug oh,hz hmg

19. Modify time demands: Observe that no student becomes overwhelmed or overextended by the physical nature of the lesson. Even the singing of a simple song can be exhausting for students with certain physical issues. (Even a cold may prevent a normally good singer from being able to participate fully in a simple singing exercise.) Modify the assessments: Find ways to determine if the student has achieved the primary goals of the lesson. In the example of Atzei Zetim Omdim, the learning of the song was secondary to the primary goals (Tu B’Shevat as the birthday of trees in Israel; all Jews observe the same holidays even those living outside of Israel; that all Jews share a common culture; that we all have a responsibility to take care of planet Earth; and possibly the understanding of 3 new Hebrew words). If any of the primary goals have been achieved, then the participation in the song itself may not be needed to assess learning of this particular lesson. לְכוּ־בָנִים שִׁמְעוּ־לִי יִרְאַת יי אֲלַמֶּדְכֶם. Come, children, listen to me; I will teach you awe of the Lord. Psalm 34:12