Specialized and Differentiated Instruction

Although specialized instruction is an element of differentiated instruction, each of these instructional processes has unique characteristics. Differentiated instruction maximizes student growth and individual success by providing multiple avenues for the acquisition of content to demonstrate what they have learned (Demirsky & Goddard). Differentiated instruction involves structuring the learning environment for flexible grouping and individualized instruction. Student abilities and achievement levels, interests, or learning styles are taken into consideration for planning instruction and grouping considerations, as stated by the authors. Specialized instruction involves adapting the content, methodology, or delivery method to the student (Autrey & DeMuth).  It aims to address the unique needs of individual students to ensure access to the general education curriculum. The specific needs of students are assessed, and actions are taken to accommodate them. For example, an individual student may need to use a highlighter during reading comprehension instruction or he may need to use graphic organizers to successfully complete writing assignments. Both types of instructional approaches focus on opening avenues for students to access the curriculum. Within the differentiated classroom, specific students may require more specialized instruction to meet their needs and assist them in performing to acquire the content.

All students in my setting are supported by differentiated instructional approaches within the general education classroom. Students are provided flexible grouping supports for various lessons. Students who have similar needs or perform at similar levels are given instruction in small group settings. Individual students who require more focused considerations receive one-on-one specialized instruction within the classroom or in the resource room to meet their unique instructional need for specific content.

Demirsky, S., & Goddard, Y. (2010). Differentiated instruction and RTI: A natural fit.Educational Leader, 68(2), 1-3. Retrieved from http://www.ascd.org/publications/educational-leadership/oct10/vol68/num02/Differentiated-Instruction-and-RTI@-A-Natural-Fit.aspx

Autrey, S. (2012). Processing deficits, specialized instruction and accommodations. Retrieved from Fayette County ECS website: http://www.doe.k12.ga.us/Curriculum-Instruction-and-Assessment/Special-Education-Services/Documents/IDEAS_processing_deficits_ppt.pdf