Planning for the needs of diverse students and students with individual differences is introduced to preservice teachers early in their professional program. This project extends these early experiences to lesson and instruction planning in a literacy program. This study focuses on the number, quality, and relevance of accommodations and modifications for elementary students that preservice teachers include in the guided reading lesson plans and instruction. A parallel Lesson Planning process is used to emphasize the importance of considering accommodations and modifications throughout the planning process and in every aspect of the lesson and instruction. In the undergraduate Reading and Language Arts Practicum, preservice teachers develop and implement lesson plans for guided reading lessons for small groups of K-6 children. Literacy seminars scaffold activities to increase awareness of individual differences and develop appropriate accommodations. A model that specifically addresses accommodations and modifications for diverse students and students with individual needs is included in the seminar component of the practicum. Lesson plans of preservice teachers were analyzed in this study.
Associate Projessor, Department of Curriculum and Instruction, Northwest Missouri State University, Maryville, MO, USA
Assistant Professor, Department of Curriculum and Instruction, Northwest Missouri State University, Maryville, MO, USA
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