Differentiated Instruction

Student Needs	IPRC Exceptionalities	Diagnosed Conditions
Aggression Management Anger/Frustration Management Anxiety Management Articulation Skills Attendance Strategies Attention Skills Assistive Technology Skills Blind/Vision Impaired Bullying Management Skills Central Auditory Processing Deafness Depression/Sadness Management Disengagement/Motivation Strategies Eating Disorder Strategies Emotional Regulation English Language Skills Executive Function Fine Motor Skills Gambling Disorder Grief Management Gross Motor Skills Hearing Intellectual Ability – High Intellectual Ability – Low Listening Comprehension Skills Low Vision Memory Skills Mental Health Strategies Metacognitive Skills Mobility Skills Non-Verbal Reasoning Organizational Skills Personal Care Personal Safety Phonological Processing Processing Speed Self-Advocacy Skills Self-Esteem Self-Harm/Suicide Management Self-Regulatory Skills Sensory Integration Skills Sequencing Skills Social Skills Substance Abuse Strategies Task Initiation Time Management Skills Transition Skills Verbal Ability Visual-Motor Skills Visual-Spatial Processing	Autism Spectrum Disorder (ASD) Behaviour Blind and Low Vision Deaf and Hard of Hearing Developmental Disability (DD) Giftedness Language Impairment Learning Disabilities (LD) Mild Intellectual Disabilities Multiple Exceptionalities Physical Disability Speech Impairment	Acquired Brain Injury Alcohol-Related Neuro-developmental Disorder (ARND) Angelman Syndrome Anxiety Disorders Attention Deficit Hyperactivity Disorder (ADHD) Auditory Processing Disorder (Central) Autism Spectrum Disorder (ASD) Bipolar Disorder Blind/Vision Impaired Brain Injury Cerebral Palsy (CP) Conduct Disorder (CD) Concussions Cystic Fibrosis (CF) Deafness Depression Disorders Down Syndrome Eating Disorders Epilepsy Fetal Alcohol Syndrome/Fetal Alcohol Effects (FAS/FAE) Fragile X Syndrome Gambling Disorder Intellectual Disabilities Klinefelter's Syndrome Learning Disabilities/Specific Learning Disorders Muscular Dystrophy (MD) Neurological Disabilities Oppositional Defiant Disorder (ODD) Obsessive-Compulsive Disorder (OCD) Post-Traumatic Stress Disorder (PTS) Prader-Willi Syndrome Reactive Attachment Disorder (RAD) Seizure Disorders Selective Mutism Spina Bifida Tourette Syndrome Turner Syndrome (TS) Usher Syndrome William's Syndrome

Key Special Education Practices
Accommodations Alternative Programming Assistive Technology Board Special Education Plans Community Resources Differentiated Instruction Create an Inclusive & Positive Class Climate Identification Placement and Review Committee (IPRC) Individual Education Plan (IEP) Ministry of Education Resources Modified Programming Non-teacher Professional Assessments Teacher Assessments Safety/Emergency/Crisis Response Plan Professional Development Reporting on IEP Progress Tracking/Documenting Transition Plans

Characteristics notebook pencil

• Offering students choice in what they are going to learn (content), the learning activities (processes) and/or the results of the learning (products) along with where they want to learn (environment).

• Variety of student groupings and learning environments.

• Variety of instructional and assessment techniques related to student learner profiles.

Fieldtrips

What it is

Teaching methods that focus on a variety of techniques to meet student learning needs by varying the content, process or products of the learning based on the learner’s readiness and interests.

Strategies

• Use a variety of learning materials.

• Create instructional activities using multiple intelligences (linguistic, logical, mathematical, spatial, bodily-kinaesthetic, musical, interpersonal, intrapersonal, naturalistic).

• Create a positive, student-centred learning environment.

• Use multiple resources (including technology) and texts.

• Give students a choice in learning and assessment activities.

• Encourage individual projects.

• Increase the use of Bloom’s Taxonomy (knowledge, comprehension, application, analysis, synthesis and evaluation).

• Encourage personal connections to the new learning.

Resources

Strategies

• Book Builder For creating, sharing and reading digital stories	• MI Assessment for Older Students
• Ontario Education Resource Bank	• Variety of Printables for Classroom Use

DI in Action: Video Demos and Teacher Recommendations

• 18 Teacher Tested Strategies Best practices discussed.	• DI in Action Video clip showing an elementary example of DI in action.
• DI Resources with links by topic	• Glogster Posters
• Teacher Recommendations for DI Video clip with teacher recommending DI in a secondary school context, focusing on scaffolding.	• What is DI with Examples

Ontario Ministry of Education Resources

• DI Math Reflection template

Use this to reflect on and improve your practice.

• Differentiating Math

Ontario Ministry of Education

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