Research suggests that a label of a learning disability tends to negatively affect a student's life (Lerner, 2000); a diagnosis met with lack of effective supports results in academic failure that places the learner further behind peers in school (Stanovich, 1986). Instead of supporting students, the "disability" label often has a self-fulfilling prophecy because of the implicit and explicit bias these students experience (Denhart, 2008; Ho, 2004).
Students diagnosed with learning disabilities are capable, intelligent, and creative students. As educators aim to create more inclusive learning experiences, some are using the term learning difference rather than learning disability to describe students who may benefit from interventions, accommodations, modifications or those who have an IEP with specific academic, behavioral, or social-emotional goals. The change in terminology may help shift the perspective on how one supports students within the context of the classroom. Implicit within the term differences is the idea that all students have strengths and weakness and are on a continuum in relation to each learning standard or criteria. In fact, federal policies such as No Child Left Behind and Every Student Succeeds Act have supported the implementation of frameworks, such as Response to Intervention, that encourage teachers to support more students in the classroom using a tiered approach that places students on the continuum of learning. Such approaches also allows teachers to decide on the interventions students will benefit from based on diagnostic, anecdotal, and observational data.
Self-Regulated Strategy Development in Writing
Teachers can effectively support the range of learners in their classroom by first adopting terminology that shifts focus toward identifying each learner's strengths and weaknesses (and thus welcoming more differentiated or personalized learning experiences). Second, they can meet the needs of varied learners by implementing evidence-based practices that teach core competencies using a systematic and explicit approach. For an example of the latter, I'll focus on self-regulated strategy development (SRSD) in writing.
According to the 2011 NAEP results, less than a quarter of 8th grade students scored proficient on national writing assessments (NCES, 2011). This is particularly concerning because writing can be a gatekeeper to academic success: students are required to show their understanding through writing more often as they move up in their academic careers (Graham & Perin, 2007).
SRSD, a pedagogical framework that uses cognitive strategy instruction, has been validated by research to support students with different types of learning differences (Harris & Graham, 1996). This framework uses the gradual release model to teach the writing process (planning, outlining, drafting, revising, and editing) by developing students' self-regulation and writing-strategy skills.
Teachers first provide direct instruction on the writing process by teaching eight core routines. Once teachers have explicitly taught students about what to write (providing criteria and showing an exemplar piece) and how to write (modeling the writing process), students apply varied quantified rubrics (Figure 1) to use their current writing level as a springboard to build skill. Students are assigned rubrics based on previous writing performances, and teachers adjust instructional decisions based on student performance. In a class of 26, teachers may create four different rubrics with modifications needed to meet the different learners' levels. The rubrics have a similar structure, and each one comes with a different exemplar to show students a sample of a potential end goal.
As students reach mastery on competencies, teachers simply move students up to the next rubric level, where they will be challenged by more sophisticated criteria. Those students who need more support will receive quantified rubrics with modified criteria and more direct instruction to continue to strengthen necessary writing competencies. Since the rubrics are explicit, teachers can hone in on the exact skills each student needs to develop; craft and deliver mini lessons to target learning; and systematically strengthen writing within the mainstream class, regardless of learning difference.
Targeting Competency, Not Disability
Classroom teachers strive to provide optimal learning experiences for their students. No teacher ever goes into this field thinking they want to marginalize students. Providing teachers with the tools to ensure that students can succeed in the classroom may help to alleviate the stigma often associated with students who may have a diagnosis of a learning difference.
Furthermore, regardless of the terminology we use to describe our students, educators know that all students want to learn. Giving teachers the resources to deliver targeted instruction would help to reduce the need for labels. Although the labels are meant to help guide schools and teachers to support the student, they may have a negative impact. Why not shift our focus to help schools and teachers identify areas where students need support, regardless of their diagnosis or label? In this way, we are emphasizing a proactive, action-based approach that looks at core competencies rather than the learner's profile.
Figure 1. Sample Differentiated Writing Rubrics
Students are provided with an exemplar piece that meets the criteria of their assigned rubric, and discuss the criteria with the teacher. Later, based on students' performance on the writing task, the teacher provides each student with the appropriate rubric and a corresponding exemplar. As students gain mastery, the teacher provides them with the next scale and exemplar to continue to increase rigor.
Rubric Variant # 1
Targeting Competency: Using SRSD and Differentiated Rubrics to Teach-table1
Criteria & Points Possible | Student Work |
|---|---|
| "Topic Sentence (2 pts.): 1 pt. if included 2 pts. if included with details" | |
| "Important Detail 1 (2 pts.): 1 pt. if explained 2 pts. if explained with details" | |
| "Important Detail 2 (2 pts.): 1 pt. if explained 2 pts. if explained with details" | |
| "Important Detail 3 (2 pts.): 1 pt. if explained 2 pts. if explained with details" | |
| "Ending (1 pt.): If included" | |
| "Varied Transition Words (2 pts.): 1 pt. if included 2 pts. if used with appropriate punctuation" | |
| Total |
Rubric Variant # 2
Targeting Competency: Using SRSD and Differentiated Rubrics to Teach-table2
Criteria & Points Possible | Student Work |
|---|---|
| "Topic Sentence (2 pts.): 1 pt. if included 2 pts. if included with details" | |
| "Subtopic 1 (2 pts.): 1 pt. if explained with details 2 pts. if explained with details, and a connection between details is included" | |
| "Subtopic 2 (2 pts.): 1 pt. if explained with details 2 pts. if explained with details, and a connection between details is included" | |
| "Subtopic 3 (2 pts.): 1 pt. if explained with details 2 pts. if explained with details, and a connection between details is included" | |
| "Ending (1 pt.): If included with some opinion" | |
| "Varied Transition Words (2 pts.): 1 pt. if used 2 pts. if used with appropriate punctuation" | |
| Total |
Rubric Variant # 3
Targeting Competency: Using SRSD and Differentiated Rubrics to Teach-table3
Criteria & Points Possible | Student Work |
|---|---|
| "Topic Sentence (2 pts.): 1 pt. if included 2 pts. if included with flair, introducing both subtopics" | |
| "Subtopic 1 (1 pt.): If included" | |
| "Subtopic 1 Example (2 pts.): 1 pt. if included, even if too long, too short, or irrelevant 2 pts. if included with key details and explanation" | |
| "Subtopic 1 Analysis (2 pts.): 1 pt. if attempted 2 pts. if included with explanation that connects to example" | |
| "Subtopic 2 (1 pt.): If included" | |
| "Subtopic 2 Example (2 pts.): 1 pt. if included, even if too long, too short, or irrelevant 2 pts. if included with key details and explanation" | |
| "Subtopic 2 Analysis (2 pts.): 1 pt. if attempted 2 pts. if included with explanation that connects to example" | |
| "Ending Sentence (2 pts.): 1 pt. if included 2 pts. if included with flair and wrap up" | |
| "Varied Transition Words (1 pt.): If used with appropriate punctuation" | |
| Total |
Rubric Variant # 4
Targeting Competency: Using SRSD and Differentiated Rubrics to Teach-table4
Criteria & Points Possible | Student Work |
|---|---|
| "Topic Sentence (2 pts.): 1 pt. if included 2 pts. if included with flair and introduction to both subtopics" | |
| "Subtopic 1 (1 pt.): If included" | |
| "Subtopic 1 Example (2 pts.): 1 pt. if included, even if too long or too short 2 pts. if included with key details" | |
| "Subtopic 1 Definition (1 pt.): If expressed coherently in student's own words" | |
| "Subtopic 1 Analysis (2 pts.): 1 pt. if included with minimal explanation 2 pts. if included with detailed explanation that connects to example and definition" | |
| "Subtopic 2 (1 pt.): If included" | |
| "Subtopic 2 Example (2 pts.): 1 pt. if included, even if too long or too short 2 pts. if included with key details" | |
| "Subtopic 2 Definition (1 pt.): If expressed coherently in student's own words" | |
| "Subtopic 2 Analysis (2 pts.): 1 pt. if included with minimal explanation 2 pts. if included with detailed explanation that connects to example and definition" | |
| "Ending Sentence (2 pts.): 1 pt. if included 2 pts. if included with flair and wrap up" | |
| "Varied Transition Words (1 pt.): If used with appropriate punctuation" | |
| Total |
Rubric Variant # 5
Targeting Competency: Using SRSD and Differentiated Rubrics to Teach-table5
Criteria & Points Possible | Student Work |
|---|---|
| "Topic Sentence (2 pts.): 1 pt. if included 2 pts. if included with flair and a hook to introduce main idea" | |
| "Contextual Info (2 pts.): 1 if included, even if too long or too short 2 pts. if included with key details" | |
| "Subtopic 1 (1 pt.): If included" | |
| "Subtopic 1 Example (2 pts.): 1 pt. if included, even if too long or too short 2 pts. if included with key details" | |
| "Subtopic 1 Definition (1 pt.): If expressed coherently in student's own words" | |
| "Subtopic 1 Analysis (2 pts.): 1 pt. if included with minimal explanation 2 pts. if included with detailed explanation that connects to example and definition" | |
| "Subtopic 2 (1 pt.): If included" | |
| "Subtopic 2 Example (2 pts.): 1 pt. if included, even if too long or too short 2 pts. if included with key details" | |
| "Subtopic 2 Definition (1 pt.): If expressed coherently in student's words" | |
| "Subtopic 2 Analysis (2 pts.): 1 pt. if included with minimal explanation 2 pts. if included with detailed explanation that connects to example and definition" | |
| "Ending Sentence (2 pts.): 1 pt. if included 2 pts. if included with flair and wrap up" | |
| "Varied Transition Words (1 pt.): If used with appropriate punctuation" | |
| Total |