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K {Know}

W {Want to know}

L {Learned}

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TOPIC-------------------------------

ADAPTING CURRICULUM In inclusive schools, the focus is not

exclusively on how to help students fit into the existing, standard curriculum of the school.

The curriculum in the regular education classroom is adapted, when necessary, to meet the needs of any student for whom the standard curriculum is inappropriate or could be better served through adaptation.

(Brownlie/King)

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Definition for an Adapted ProgramAn adapted program retains the learning outcomes of

the prescribed curriculum, but adaptations are provided so the student can participate in the program.

These adaptations can include alternate formats (e.g. Braille, books-on-tape), instructional strategies (e.g. use of interpreters, visual cues and aids) and assessment procedures (e.g., oral exams, additional time).

Students on adapted programs are assessed using the standards for the course/program and can receive full credit for their work. School personnel should document the adaptations provided for the student.

Source: British Columbia Ministry of Education (1994). Special Education: A manual of policies, procedures and guidelines. Victoria: Province of British Columbia, Ministry of Education.

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Definition for a Modified Program A modified program has learning outcomes which are substantiallydifferent from the prescribed curriculum, and specifically selected tomeet the student’s special needs. For example, a grade 9student in amodified math program could be focusing on functional computationalskills in the context of handling money and personal budgeting. Or, inlanguage arts, a grade 5 student could be working on recognizingcommon signs and using the phone. In these examples the learningoutcomes are substantially different from those of the curriculum formost other students. The student’s program may include some coursesthat are modified and others that are adapted. The student’stranscript should indicate those courses that are modified.

Source: British Columbia Ministry of Education (1994). Special Education: A manual of policies,procedures and guidelines. Victoria: Province of British Columbia, Ministry of Education.

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Adaptations/ModificationsAdaptations

For students whose learning outcomes are the same as the provincial curriculum:

Teaching methods, materials and/or evaluation methods are adapted and identified in the IEP

Standard reports: structured comments for the primary years and letter grades or percentages after grade 3

May be awarded a Dogwood Graduation Diploma - in a few cases this may be a School Completion Certificate

Modifications

For students whose learning outcomes are

different from or in addition to the provincial curriculum:

Individualized, personalized goals are developed and stated in the IEP

Reports include structured written comments on individualized goals without letter grades or percentages

May receive a School Completion Certificate after meeting the goals of their Student Learning Plan/IEP

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Compare/Contrast MatrixAdapted Programs

Modified Programs

Definition

Curriculum

Instructional/curricular strategies

Assessment strategies

Adjudication

Graduation 7

9 TYPES OF CURRIC. ADAPTATIONS

QUANTITY

Reduce items

amount

TIME

Pace, less, more

SUPPORT

Peers, SEA, older student

INPUT

Visual, concrete, text?

DIFFICULTY

Level, type, calculator, rules

OUTPUT

Verbal, scribe, demonstration

PARTICIPATION

Individual, group,

adapted task

ALTERNATE GOALS

Same materials

CURRICULUM

SUBSTITUTION

Project goals

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WHAT AND HOW CAN WE ADAPT? PREVIOUS KNOWLEDGE

NEW KNOWLEDGE

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Demands of theSchoolSetting

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Academic

Executive Motivational

Social

Environmental Adaptations

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Student Work SpaceAlternate spaces to complete work.In class or out of class?Control over stimuli.To stand or sit?

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CommunicationFM systemsAmbient noise levelsVisualsProximity & touchClutter

visual, auditory, tactile distractibility

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Environmental DesignStudent & teacher

placementFurnitureTraffic areasLine-upsUnstructured time

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SensoryTactile manipulatives. Wiggle cushions.Reinforcement bin.Movement break schedule.Reduce stimuli (seating, gym).

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Curricular/ Instructional Adaptations

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Therefore we have to:

Change how they get the information (take it in) Change how they demonstrate they know (get it out)

ie: reader ie: scribe

- taped version - oral exams (all or part)

- movies/films - shortened test/alternate format

- groups/environmental considerations - extra time/separate setting

- discussions - cueing/discussion

- choice of reading selections - demonstrations

- oral instructions/readings - models/portfolios

- photocopies/notes - time-lines/posters/scrapbooks

- slower pacing/extra time - computer/spell check

- calculator/math aids (charts, formulas)

An adaptation (accommodation) allows the student to show competency and come to believe they are capable. It is not to draw attention to weakness or deficiency.

ADAPTATIONS OF CURRICULUM TEXTS

HIGHLIGHT TEXTS

PICK KEY SECTIONS

USE OUTLINES/STUDY GUIDES

PROVIDE NOVEL SUMMARIES

PROVIDE TAPES

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Task OrganizationTask completion checklistsStart & stop pointsTimers “First, then” schedulesPhotocopied text, near-point copiesGraphic organizersGraph paper (math)TechnologyBinder or bin system

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Following DirectionsChecklistsPair oral with written/visual instructionsGraphic organizers

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MotivationPersonal Profiles

Social, Activity, Material Reinforcers

Reinforcement BinsToken Systems

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Behavioural Adaptations

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Self-AwarenessBody visualToken economyConsequence mapsVolume control

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Self-MonitoringIncredible 5 Point ScaleTake 5 Vibrating pagerData sheets

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Modified ProgramsKey issues:• All of the adaptations discussed may apply to

students on modified programs.• All lessons should be related to what others are

learning only at a simpler level (parallel curricula).

• Use alternate textbooks on similar subject matter.

• Give more concrete assignments.• Always search for ways for modified students to

participate in some way.25

Fairness

means

equal opportunity

for successBarbara Hoskins

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CASE STUDIESHeather is in grade 9. She has significant difficulties with reading and writing tasks. She reads accurately but very slowly and has difficulty with word meaning. She has problems generating ideas for writing. She is badly organized and has not done well on any in-class assignments or tests. Homework is not turned in.

John is in grade 6. He has functional reading skills at about grade 3 but comprehension is lower than that. His concentration span is brief and he has significant issues with his vision.Writing tasks, beyond printed simple sentences, are difficult. He is socially inappropriate at times and has few friends.

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ADAPTED V MODIFIEDADAPTED

Teaching changesRetains PLOsAdapts instructional

methodsLetter grades givenExam adjudication

e.g. reader/scribe/computer

Dogwood graduation

MODIFIEDSubstantial changesDifferent learning

outcomesFunctional skillsIEP goals met –

written commentsNo provincial examsSchool Leaving

Certificate

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POINT TO PONDERAcknowledging that students learn at different speeds and that

they differ widely in their ability to think abstractly or understand complex ideas is like acknowledging that students at any given age aren’t all the same height: It is not a statement of worth, but of reality.

To accommodate this reality, teachers can create a “user-friendly” environment, one in which they flexibly adapt pacing, approaches to learning and channels for expressing learning in response to their students’ differing needs.

While the goal for each student is challenge and growth, teachers must often define challenge and growth differently in response to students’ varying interests and readiness levels.

This includes using material from other grade levels.

(Tomlinson)

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