Adaptations for Inclusive Classrooms

1. Adaptations for Inclusive Classrooms Orah Raia Teacher Effectiveness Grant

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

3. What is the difference between accommodations and adaptations ?

4. 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.

5. 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.

6. 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.

7. Curriculum Adaptations 4. 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).

8. 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.

10. 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

11. The Bear and Two Travelers by Aesop

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

13. Concept Map for Fables Using Kidspiration

14. Activity using Inspiration software

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