Adaptations for Inclusive

Classrooms

Orah Raia Teacher Effectiveness Grant

“All students can learn and succeed, but not all in the same day in the same way.”

William G. Spady

What is the difference between

accommodations and adaptations ?

Accommodations

Accommodations are used to refer to changes that are stipulated in an individual student’s IEP in order to enable the student to gain access to the classroom or the curriculum.

Examples:

• allowing extra time on a test

• providing the student with a quiet area

• allowing the student to sit close to the board

From: Janney, R. & Snell, M.E. (2000). Modifying schoolwork. Baltimore, MD: Paul H. Brookes Publishing Co.

Adaptations

Adaptations are changes to the requirements of the learning task, often temporary or reduced over time.

Examples:• Curricular- what is taught• Instructional- how it is taught or assessed• Ecological- where, when or with whom it is

taught

From: Janney, R. & Snell, M.E. (2000). Modifying schoolwork. Baltimore, MD: Paul H. Brookes Publishing Co.

Curriculum Adaptations

1. As is - Students are involved in the same lesson as other students with the same objectives and using the same materials.

2. Providing physical assistance - assisting a student to complete activities by the actual manipulation of materials , equipment or his/her body.

3. Adapting materials - Utilizing materials that allow for participation in age-appropriate activities without having pre-requisite basic motor, communicative or cognitive skills.

Curriculum Adaptations4. Multi-Level Curriculum - Students are working in the same subject area, but are working at different levels of curriculum.

5. Curriculum Overlapping - Students are involved in the same activity with other students but may have a goal from a different curriculum area.

6. Substitute Curriculum - Students are involved in alternative activities that meet primary instructional needs when the general education curriculum at that time does not. This is determined by the student planning team. Priority is given to involvement with peers at alternative activities.

Reprinted from: Neary, T., Halvorsen, A., Kronberg, R., Kelly, D., Curriculum Adaptation for Inclusive Classrooms, California Research Institute, San Francisco State University, San Francisco, CA. (1992).

Partial Participation

This principle suggests that individuals who have disabilities should not be deprived of opportunities to participate in typical school and community activities. A student may not be able to do every part of an activity but that does not mean some level of participation would not be meaningful to that student.

SizeAdapt the number of items that the learner is expected to learn or compete.

For example: Reduce the number of social studies terms a learner must learn at any one time.

DifficultyAdapt the skill level, problem type, or the rules on how the learner may approach the work.

For example: Allow a calculator for math problems; simplify task directions; change rules to accommodate learner needs.

TimeAdapt the time allotted and allowed for learning, task completion, or testing.

For example: Individualize a timeline for completing a task; pace learning differently (increase or decrease) for some learners.

Level of SupportIncrease the amount of personal assistance with specific learner.

For example: Assign peer buddies, teaching assistants, peer tutors, or cross-age tutors.

InputAdapt the way instruction is delivered to the learner.

For example: Use different visual aids; plan more concrete examples; provide hands-on activities; place students in cooperative groups.

OutputAdapt how the learner can respond to instruction.

For example: Allow a verbal vs. written response; use a communication book for students; allow students to show knowledge with hands-on materials.

ParticipationAdapt the extent to which a learner is actively involved in the task.

For example: In geography, have a student hold the globe, while others point out the locations.

Alternate GoalsAdapt the goals or outcome expectations while using the same materials.

For example: In social studies, expect one student to be able to locate just the states while others learn to locate capitals as well.

Substitute CurriculumProvide the different instruction and materials to meet a learner's individual goals.

For example: During a language test one student is learning computer sills in the computer lab.

Nine Types of Adaptations

From: Ebeling, D.G. , Ed.D., Deschenes, C., M.Ed., & Sprague, J., Ph.D. (1994). Adapting curriculum and instruction in inclusive classrooms. The Center for School and Community Integration, Institute for the Study of Developmental Disabilities. Bloomington, IN.

Strategies for adaptations for this lesson:

• Provide structure and consistency

• Present content in small segments

• Vary the reading level

• Pre-teach any new vocabulary

• Use visual presentations

• Engage students in active learning

• Use concept maps

• Provide alternative methods to record and assess. e.g., giving verbal reports or drawing pictures v.written report

• Let students use a computer for writing, e.g., a laptop or AlphaSmart

• Use an FM system for student with hearing impairment

• Assign leadership roles to the students whom have ADD

The Bear and Two Travelers

by Aesop

The Bear and Two Travelers, A Fable by Aesop Using Kidspiration

Start Here

A bear came along

Tom and Jamal went to the park

Tom climbed a tree and Jamal layed down on the ground

The bear whispered something to Jamal

Tom jumped down from the tree and asked Jamal what the bear whispered

to him

What did the bear

whisper to the

Jamal?

Concept Map for Fables Using Kidspiration

Activity using Inspiration software

The outside doesn’t necessarily represent what is on the inside