Adapting and Accommodating for all Learners

Adapting and Accommodating for all Learners

Our Objectives for Today

OUTCOMES FOR TODAY ~

Everyone will expand their thinking when it comes to adaptations and accommodations. Participants will learn some new tools and strategies that they can use immediately.

OUTLINE

Introduction ~ Bridget & Nancy What does she need? Adaptations How to get started

learner curriculum environment

Tools and Strategies Mini books graphic webs preview technology

My Experience

We never segregate the people we value.

• Inclusion – What would she be doing if she did not have Down Syndrome?

• How can we address both academic learning & Social inclusion?

• How will she learn?

• What will she learn?

• How can we accommodate for her needs and include her?

WHAT DOES SHE NEED?

• Supportive community that accepts and supports her.

• Academic adaptations so she will have access to the curriculum

• Opportunities to participate in the full educational experience.

Why ADAPT?

•

WHY do we Need to think about ADAPTATIONS & ACCOMMODATIONS?

• IDEA• Diverse students in our classrooms• Inclusion

IDEA ’97 Says . . .

Each public agency shall ensure that:

A child with a disability is not removed from education in age-appropriate regular classrooms solely because of needed modifications in the general curriculum. 34 CFR #300.352(e)

“The IEP for each child with a disability must include---

A statement of the program modifications…that will be provided for the child– To advance appropriately toward attaining the annual

goals;– To be involved and progress in the general curriculum– To be educated and participate with other children with

disabilities and non-disabled children…”IDEA Regulations, 34 C.F.R.§300.347(a)(3)

Evolution of Supports and Services in General Education

Bill Peters 1991

Prerequisite Home base Services Standards

MainstreamNear grade level in academics &

social

Special Education

Minor adaptations, consultation, collaboration

Same as general

education

IntegrationNear grade level in academic or

social

Special Education

Special Instruction,

Merged classes,

Adaptations

Same as general

education or modified

Inclusion 80 % of time spent in Gen ed. Classes.

NONEGeneral

Education with age

appropriate peers with access and

equity to the gen. ed curriculum and

activities.

Full Continuum of

services

Varies with each student

WHAT MAKES IT WORK?

What MakesInclusion Work

Effective Instructional

Strategies

Build Relationships

Professional Development Teaming

Vision And

Attitude

Resources

Adapt Curriculum

Get Started ~Take a look at …

Learner

Curriculum

Environment

A LOOK AT THE LEARNER

THE LEARNER …Is Exposed to

TheGeneral

Curriculum

Is accountable and Tested on some of the

Curriculum (essential and enduring concepts)

will demonstrate their

Learning by …

What does the learner need to be part of the educational process?

Organization, Previewing, a system for learning

Student

LEARNER PROFILE

• Strengths• Needs • Areas for improvement • Support needed to be part of the process

The student is successful when…

1. He previews the information2. He has pictures 3. He has a picture schedule4. He can work with a group5. He can relate the concept to something

concrete.6. He receives direct reading instruction 7. He has writing supports 8. He has math supports (manipulatives, touch

math, with assistants)

BIG QUESTIONS • WHAT is the student going to learn?• WHEN is the student going to learn the

information?• WHERE is the student going to learn?• WHO is going to teach the student?• HOW is the student going to learn?

IEP at a Glance

Student’s Name: Support Teacher (s):

Areas of Focus Accommodations Recommended

Notes

Reading:

Math:

Communication (Oral or Written):

Behavior:

Assessment:

Individual Educational Program &General Education Matrix

Name:____________Grade:____________

Regular Class Schedule

IEP

Goa

lsM

GM

T. N

eeds

Writing simple sentences

Morning Meeting

Reading Spelling/ LA

LunchPE/Music/Library

Math Science/ SS

Journal

X X X X X

TAKE A LOOK AT The

CURRICULUM

•Adaptations •Accommodations •Modifications

Accommodations

• Changes in HOW a student accesses or demonstrates learning

• Does not substantially change instructional level, content or performance level

• Goal = provide equal access to learning

Modifications• Changes in WHAT a

student is expected to learn.

• Changes may be made in instructional level, content or performance level.

• Goal = provide meaningful & productive learning experiences

Adaptations

Accommodation?

Instead of writing a complete paragraph, have the student draw a picture

and label it.

Provide the student with an uncluttered version of an assignment/test with

additional space to write.Instead of completing a research paper, have the student locate library materials

for the class on the topic.Provide audio versions of textbooks, and have the student follow the text

while listening.

Allow the student to come in before school to work on a project.

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Modification?or

Accommodation?

Instead of writing a complete paragraph, have the student draw a picture

and label it.

Provide the student with an uncluttered version of an assignment/test with

additional space to write.Instead of completing a research paper, have the student locate library materials

for the class on the topic.Provide audio versions of textbooks, and have the student follow the text

while listening.

Allow the student to come in before school to work on a project.

þþ

þþ

þ

Modification?or

Accommodation?

To assist with note-taking, provide an outline with main points.

Allow student to provide a verbal response to an essay question on a

science test.Instead of writing a five paragraph essay, have the student write one

paragraph with at least five sentences.Have student be accountable for a few main concepts of a unit, rather than all

the material.

Allow student to use the computer to take a spelling test instead of writing the

words.þ

þ

þ

þþ

Modification?or

8 Types of Adaptations

Types of AdaptationsAdapted from the Center for School & Community Integration, Institute for the Study of Developmental Disabilities, Indiana University, Bloomington, IN

SizeAdapt the number of items that the learner is expected to learn or complete. Adapt the size of the information by enlarging.

TimeAdapt the time allotted and allowed for learning, task

completion, or testing.

Level of SupportIncrease the amount of

assistance for a specific learner.

InputAdapt the way instruction is

delivered to the learner.

DifficultyAdapt the skill level, problem type, or the rules on how the

learner may approach the work.

OutputAdapt how the learner can

respond to instruction.

ParticipationAdapt the extent to which a

learner is actively involved in the task.

Alternate GoalsAdapt the goals or outcome expectations while using the

same basic materials.

SORT THE 8 TYPESSUBJECT : WATER CYCLE

GOAL: Students will be able to describe the water cycle

INSTRUCTIONAL PLAN: The students will draw the water cycle and write a paragraph describing how it works

Types of AdaptationsAdapted from the Center for School & Community Integration, Institute for the Study of Developmental Disabilities, Indiana University, Bloomington, IN

Size Time Level of Support

Input Difficulty Output

Participation Alternate Goals

Goal for Most learners: The students will be able to describe how the water cycle works.Instructional Plan for Most Learners: The students will draw the water cycle and write a paragraph describing how it works.

Allow the student to write a few sentences rather than a complete paragraph.

Allow the student to use free time or come in before school to work on the project.

Provide the student with a model and pre-labeled cards to place on the diagram as s/he listens to the classroom explanation.

Have the student go to the school library to locate materials on the water cycle for the class to use during the unit.

Change the goal to learning that water exists in different forms. Have the student locate magazine pictures of water in all its forms.

Provide the student with a “word bank” to assist in writing the paragraph.

Allow the student to type the paragraph on the computer, using a word prediction program.

Have a peer work with the student on the paragraph to brainstorm ideas, formulate sentences and edit the end product.

Maintain the INTEGRITY of the curriculum

Reduce the DENSITY of the materialBe ECLECTIC

ACCOMMODATE the child’s learning needs

Remember the LEARNING STYLES

DENSITY

Accommodate the child’s learning

needs And Assess

Appropriately

Backward Design LogicFrom Understanding by Design

Begin with the end in mind!

Universal DesignAccess for everyone

CURRICULUM It is good to look at CURRICULUM with

a birds eye view!

Planning Pyramid

Most Important Concepts to Lesson/Unit

Foundational Concepts, Selected Higher Order Concepts

Next Most Important Info.

Incidental Concepts

More complex, abstract, & detailed

Additional facts, extensions of base concepts,

more complex concepts and vocabulary

Broad concepts, relevant applications, key vocabulary

What SOME students will learn

What MOST students will learn

What ALL

students

should learn

Adapted from: Schumm, J. S., Vaughn, S. & Harris J., “Pyramid Power for Collaborative Planning”

Plate Tectonics1 week

science 8th grade

• The earth changes over time• There are ocean plates and land plates

that change the earth when they move

TRY IT OUT !

The seven most dangerous words:

“HE WON’T GET ANYTHING

OUT OF IT !!!”

Research ProjectJunior year

• ALL students will write a research paper that includes sources, appropriate documentation, and clear accurate information.

Bridget’s paper will:• be 3 pages long• 3 sources documented• Include a graphic web of ideas, and a short presentation.

Bridget will have assistance and support so she can successfully participate in this project.

I learned :

• About Martin Luther King Jr.• Rosa Parks & the Bus Boycott • The 9 students In Little Rock • About the civil rights movement• Segregation• Non Violence

IEP GOALS – Demonstrated learning

• Bridget learned:• About the history of segregation and the civil rights movement.

– she can discuss the issues she learned about, – she can ask questions, – she can put ideas in a graphic web– she can discuss her research project– she read two books about the subject

• That American Issues (Civil Rights) were linked to world wide issues – She understands that Gandhi and Martin Luther King Jr. work on behalf of human

rights. used lessons from Civil Disobedience King Jr.

• Information about some key leaders in history.– She learned about Martin Luther King Jr. – She learned about Rosa Parks– She learned about the 9 students in Little Rock

• • Experience with a research Project – She learned what a source was– How to write a source – from writers Inc.– How to find information on the internet– How to find information in books. – How to organize her thoughts in a web

Standards

• Standards• Analyze events, trends and individual

movements shaping the history of the USA. • Describe and explain contributions of selected

individuals through history.• Explain major social, economic and political

events throughout history.• Analyze the roles played by groups in the

development of a pluralistic society in the U.S.

Bridget’s learning outcomes• Bridget’s learning outcomes• Learned that the bus boycott, brown vs. board of

education and little rock nine were movements that shaped history

• She learned about martin Luther King Jr., Rosa Parks and the 9 students in Little Rock. Made contributions

• She learned about the civil rights movement as a major social event through out history.

• She learned how the civil rights movement helped create a more pluralistic society

Bridget’s Individual Goals and outcomes for participation in her research project.

• Bridget’s Individual Goals and outcomes for participation in her research project.

• Learn what a research project is • Learn how to plan for a Project.• Learn what a source is, how to locate a source, and record the information • Learn that sources can come from books, magazines, article, and internet

information• Learn to put her ideas in a graphic web. • Learn – with assistance – how to take her ideas and make one paragraph

per idea• Learn basic information about little rock 9, brown vs. the board of education

and the bus boycott so that she can discuss this topic, ask questions and link information to other issues. (civil rights movement = disability issues)

A Planning StructureGeneral ed teacher

prepares an outline of upcoming

curriculum.

General & special ed teachers jointly decide how

to arrange teachers & students to accomplish curriculum

priorities.

Special educator (with assistance from regular

educator) makes accommodations & modifications for

students with special needs.

Same activitiesSame objectivesAccommodations

Same activitiesSame objectives

(may prioritize)Accommodations &

modifications for success

Same curricular areaDifferent objectivesSignificant

modifications (using same or different materials)

Student Participation Options in General Education Classroom Activities

MinorAccommodations

Major Modifications

“General Education” Assessment/Grading Model

Minor Accommodations

General Education Teacher

“Blended” Assessment/Grading Model

Major Accommodations / Minor Modifications

General & Special

Education Teachers

“Modified” Assessment/Grading Model

Major Modifications

Special Education Teacher

Assessment & Grading Options

MinorAccommodations

Major Modifications

ENVIRONMENT

Adapt the environment by:• Creating cooperative learning groups • Using stations or centers• Discussion groups• Co-teaching • Groups based on interest• Individual conferencing time • Learning contracts • Partners • Peer Guides

• PAIR AND SHARE – OTHER WAYS TO ADAPT THE ENVIORNMENT

TOOLS & STRATEGIES

Uses for Graphic Webbing

Note taking Tool

Sort Information

Use pictures to help retrieve information

Find out what’s important

Preview&

Review

Discussion tool:Retrieve

Contribute

Reduce the density

WHAT IS THE BIG IDEA?

Sense Organs

SeeHear

Smell

Taste

Touch

The BRAINCentral Nervous System

Note Taking Tool

ROCKS SHOW HOW THE EARTH

HAS CHANGED

IGNIOUS

METAMORPHIC

SEDIMENTARY

4 GIFTS OF THE NILE RIVER

EGYPT

WATER BIRDS TRANSPORTATION

RICH MUD PAPYRUS

Graphic Relationships

10 20

NOTE TAKING TOOLS

• Cloze notes, Graphic Webs, Flip books

Main idea

Details

Cloze Notes Activity

• There are 3 major Rocks.• The ____________________ rocks

change over time.• _____________rocks are layered sand

and rock.• Rocks that come from _____________ are

called ______________rocks.

Writing Template The important thing about _____ is that it

is _______________________.

It is ___________________________.

It is ___________________________.

But the most important thing about ______ is that it is ______________.

Tomlinson, C. (1999). The Differentiated Classroom: Responding to the Needs of All Learners. Alexandria, VA: ASCD.

Study Guides Some of the colonists were so angry that they wanted to form an assembly. An assembly is a group of people who make rules or laws. They thought as assembly would help them get new rules. The governor of the colony did not always agree with these rule. Sometimes he would veto, or reject, the rules.What is an assembly? _________________What did the colonist think the assembly would do for them?__________________________________What does veto mean?________________________________

www.picsearch.comwww.pics4learning.comwww.classroomclipart.com

Taped Bookswww.talkingtapes.org $2.50 (rent) $4.50 (buy)

www.rfbd.org Recording for the Blind & Dyslexic yearly feeDigital Bookswww.bookshare.org yearly fee

http://www.accessiblebookcollection.org yearly fee

www.promo.net/pg/ Project Gutenberg – public domain booksText-to-Speech Softwarewww.textassist.com $50

www.readplease.com free

Auto Summarize

Helpful Sites• http://www.help4teachers.comKathie Nunley’s Site for Layered CurriculumExamples of layered units for many subject areas• http://www.windows.ucar.edu/Windows to the UniverseEarth and space science site, with information at 3 levels of difficulty• www.uwm.edu/~caberg/accessScience lessons with built in accommodations for behavior, academics and assistive technology• http://www.historyalive.comTeachers’ Curriculum Institute: History Alive!Dynamic, enticing history materials which consider various learning styles. Low cost Activity Samplers available.

Technology

• BrainPOP www.brainpop.com • Thinkfinity www.thinkfinity.org•

http://teacher.scholastic.com/products/bookflixfreetrial/

BrainPOP Jr. - K-3 Educational Movies, Quizzes, Lessons, and More!

• Provides educational movies for K-3 students. Homework Help, leveled quizzes, games and activities for kids. Exceptional resource for teachers and homeschools

•          

Thinkfinity

• Thousands of Free Lesson Plans and Educational Resources for Teachers ...

• Over 55,000 Free Lesson Plans in Math Social Studies Art Language Arts Music Physical Education Reading Writing Geography Science Projects Science Lesson Plans and Thematic units.

http://teacher.scholastic.com/products/bookflixfreetrial

•This is by scholastic - called book flix.

• It has tons of books and activities online. Students can read and have books read to them. Many libraries have a subscription, so children can use it for free and access tons of classic children's books. Check it out!

MODELS OF SUPPORT

• PEER GUIDES• CIRCLE OF FRIENDS• YES I CAN PROGRAM• SOCIAL CIRCLES

Additional Important Information

• Social Emotional Learning • Self determination • Behavior• Person Centered Planning

Thanks and have a great day!

Inclusion is like Lattice:

an open framework made of interwoven

strips of metal or wood. It provides a structure upon which plants can grow and

thrive. It is not a solid, rigid structure, but rather one that is adaptable and able

to withstand changes in wind and weather.