1. Using the Ladder to differentiate the curriculum
Student/client: _________________
The purpose of this chart is to assess the level of differentiation needed according to the physical
access needs of your student.
Step Access Needs Class Activity Differentiation Outcome
16 Independent free writing
*** setting up own equipment..
15 Independent free writing with
*** assistant setting up
equipment.
14 Able to free write with
*** assistant encouraging.
13 Able to free write opinions
** with assistant leading.
12 Free writing more than one
*** paragraph.
11 Free writing one paragraph.
**
10 Free writing one sentence.
**
9* Simple quiz. Free writing one
word answer. Assistant
doesn’t scaffold.
8* Single point from a range of
options to share opinion.
7* Single point to the user’s
choice out of 2 to share
opinion.
6* Slightly more complex quiz.
Assistant knows answer so
can scaffold.
5* Simple quiz. Assistant knows
answer so can scaffold.
4* Long sequence. May be free
writing.
3* Short sequence from multiple
choice. Put in order.
2* Single point from multiple
choice.
1* Matching using a single
point.
* Assistant may anticipate response from a small range.
** Assistant may anticipate response from a context.
*** Assistant will only be likely to anticipate response as the communication progresses.
Marion Stanton 2011 Adapted from Darlene Hanson 2010, M. Stanton & P. Jacobsen 2010;
R. Crossley 1994