What are the PASS and SCREAM variables and how can they be used for ELLs with Special Education needs?

The PASS variables can be used to promote and maximize the success of students with special needs in inclusive settings:



Prioritize instruction.
Adapt instruction, materials, or the environment.
Systematically teach with the SCREAM variables.
Systematically evaluate the outcomes of your instruction.

Systematic teaching refers to the use of effective teaching techniques for content coverage and teacher presentations. If the following techniques are carried out and the specific needs of students with disabilities, all students may be more successfully included, and overall classroom success will improve.

Structure
Clarity
Redundancy
Enthusiasm
Appropriate rate
Maximized engagement




Using the PASS variables
P=Prioritize
When planning instruction, it is vital that the instruction is prioritized. All content to be covered should be based on specific instructional objectives. Objectives allow the instructors to know whether their instruction was successful. This is important for students who receive special education services, because their Individualized Education Plans (IEPs) are based on objectives.

Objectives specify:

1. The content of the objective (what is being taught)
2. THe conditions under which a student's performance will be assessed (i.e. writng, oral responding)
3. criteria for acceptable performance (level of achievement)

Instruction should also be planned based on scope and sequence. These terms refer to the extent and depth of content that will be presented in the school (scope) and the order in which it will be presented (sequence).
Also, in an inclusive classroom, the selection of appropriate curriculum is very important. Curriculum does not need to be the same for every student because it should specifically address individual learning needs through differentiation.

Pace, a component of prioritizing, is one of the greatest obstacles teachers come across in an inclusive setting in order to meet diverse learning needs. While some students may grasps concepts almost instantly, others may not and may require a slower pace and additional practice.

A=Adapt
The adaptation of instruction, materials, and/or environment can be beneficial for students with disabilities and especially ELLs with Special Education needs. The types of learner that a student may be: discrimination, facts, rules, procedures, concepts, and critical thinking, should be known by the teacher so that effective instruction can take place.

S=SCREAM

• Structure
• Clarity
• Redundancy
• Enthusiams
• Approrpate Rate
• Maximized engagement

Select vocab and Syntax that are familiar to all students in the class. It is important to include aids such as illustrations, physical modeling, or hand gestures to support verbally provided directions.



S=Sysemtically evaluate
Students independent performance should be evaluated. This way, a student's progress can be determined and needs can be pinpointed and met.






Mastropieri, M.A. & Scruggs, T.E. (2010). The Inclusive Classroom: Strategies for Effecitve Differentiated Instruction. Merill: New Jersey:4th Edition.