Adapting and Accommodating for all Learners. Our Objectives for Today OUTCOMES FOR TODAY ~ Everyone...
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Adapting and Accommodating for all Learners. Our Objectives for Today OUTCOMES FOR TODAY ~ Everyone will expand their thinking when it comes to adaptations
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.
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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
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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?
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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.
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Why ADAPT?
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WHY do we Need to think about ADAPTATIONS & ACCOMMODATIONS?
IDEA Diverse students in our classrooms Inclusion
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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)
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The IEP for each child with a disability must include--- A
statement of the program modificationsthat 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)
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Evolution of Supports and Services in General Education Bill
Peters 1991 PrerequisiteHome baseServicesStandards Mainstream Near
grade level in academics & social Special Education Minor
adaptations, consultation, collaboration Same as general education
Integration Near 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. NONE General Education with age appropriate peers with
access and equity to the gen. ed curriculum and activities. Full
Continuum of services Varies with each student
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WHAT MAKES IT WORK?
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What Makes Inclusion Work Effective Instructional Strategies
Build Relationships Professional Development Teaming Vision And
Attitude Resources Adapt Curriculum
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Get Started ~ Take a look at Learner Curriculum
Environment
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A LOOK AT THE LEARNER
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THE LEARNER Is Exposed to The General Curriculum Is accountable
and Tested on some of the Curriculum ( essential and enduring
concepts) will demonstrate their Learning by
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What does the learner need to be part of the educational
process? Organization, Previewing, a system for learning
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Student LEARNER PROFILE Strengths Needs Areas for improvement
Support needed to be part of the process
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The student is successful when 1.He previews the information
2.He has pictures 3.He has a picture schedule 4.He can work with a
group 5.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)
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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?
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IEP at a Glance Students Name: Support Teacher (s): Areas of
Focus Accommodations Recommended Notes Reading: Math: Communication
(Oral or Written): Behavior: Assessment:
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Individual Educational Program & General Education Matrix
Name:____________ Grade:____________ Regular Class Schedule IEP
Goals MGMT. Needs Writing simple sentences Morning Meeting
ReadingSpelling/ LA LunchPE/Music/ Library MathScience/ SS Journal
XXXXX
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TAKE A LOOK AT The CURRICULUM
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Adaptations Accommodations Modifications
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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
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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. Modification?or
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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. Modification?or
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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.
Modification?or
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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. Modification?or
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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.
Modification?or
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8 Types of Adaptations
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Types of Adaptations Adapted from the Center for School &
Community Integration, Institute for the Study of Developmental
Disabilities, Indiana University, Bloomington, IN Size Adapt the
number of items that the learner is expected to learn or complete.
Adapt the size of the information by enlarging. Time Adapt the time
allotted and allowed for learning, task completion, or testing.
Level of Support Increase the amount of assistance for a specific
learner. Input Adapt the way instruction is delivered to the
learner. Difficulty Adapt the skill level, problem type, or the
rules on how the learner may approach the work. Output Adapt how
the learner can respond to instruction. Participation Adapt the
extent to which a learner is actively involved in the task.
Alternate Goals Adapt the goals or outcome expectations while using
the same basic materials.
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SORT THE 8 TYPES SUBJECT : 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
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Types of Adaptations Adapted from the Center for School &
Community Integration, Institute for the Study of Developmental
Disabilities, Indiana University, Bloomington, IN SizeTime Level of
Support InputDifficultyOutput 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.
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Maintain the INTEGRITY of the curriculum Reduce the DENSITY of
the material Be ECLECTIC ACCOMMODATE the childs learning needs
Remember the LEARNING STYLES
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DENSITY
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Accommodate the childs learning needs And Assess
Appropriately
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Backward Design Logic From Understanding by Design Begin with
the end in mind! Universal Design Access for everyone
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CURRICULUM It is good to look at CURRICULUM with a birds eye
view!
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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
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Plate Tectonics 1 week science 8 th grade The earth changes
over time There are ocean plates and land plates that change the
earth when they move
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Planning Pyramid The Earth is continuously changing. Change may
happen immediately or over time. Tsunami, volcanoes, earthquakes
Happen when the earth changes and the plates move What some
students will learn What most students will learn What ALL students
should learn Schumm, J. S., Vaughn, S. & Harris J. (1997).
Pyramid Power for Collaborative Planning, Teaching Exceptional
Children, 26 (6), 62-66. Adapted by Project CHOICES.
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Planning Pyramid The Earth is continuously changing. Change may
happen immediately or over time. Pangaea, The geography of plates
& volcanoes Three types of volcanoes, predicting eruptions,
tectonic plates, the ring of fire Tsunami, volcanoes, earthquakes
What some students will learn What most students will learn What
ALL students should learn Schumm, J. S., Vaughn, S. & Harris J.
(1997). Pyramid Power for Collaborative Planning, Teaching
Exceptional Children, 26 (6), 62-66. Adapted by Project
CHOICES.
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TRY IT OUT !
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The seven most dangerous words: HE WONT GET ANYTHING OUT OF IT
!!!
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Research Project Junior year ALL students will write a research
paper that includes sources, appropriate documentation, and clear
accurate information. Bridgets 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.
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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
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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
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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.
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Bridgets 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
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Bridgets 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)
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A Planning Structure General 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.
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Same activities Same objectives Accommodations Same activities
Same objectives (may prioritize) Accommodations & modifications
for success Same curricular area Different objectives Significant
modifications (using same or different materials) Student
Participation Options in General Education Classroom Activities
Minor Accommodations Major Modifications
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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 Minor Accommodations Major Modifications
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ENVIRONMENT
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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
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TOOLS & STRATEGIES
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Uses for Graphic Webbing Note taking Tool Sort Information Use
pictures to help retrieve information Find out whats important
Preview&Review Discussion tool: RetrieveContribute Reduce the
density
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WHAT IS THE BIG IDEA?
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Sense Organs See Hear Smell Taste Touch
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The BRAIN Central Nervous System Note Taking Tool
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ROCKS SHOW HOW THE EARTH HAS CHANGED IGNIOUS METAMORPHIC
SEDIMENTARY
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4 GIFTS OF THE NILE RIVER EGYPT WATER BIRDS TRANSPORTATION RICH
MUD PAPYRUS
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.
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Writing Template The important thing about _____ is that 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.
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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?________________________________
Taped Books www.talkingtapes.orgwww.talkingtapes.org $2.50
(rent) $4.50 (buy) www.rfbd.orgwww.rfbd.org Recording for the Blind
& Dyslexic yearly fee Digital Books
www.bookshare.orgwww.bookshare.org yearly fee
http://www.accessiblebookcollection.org yearly fee
www.promo.net/pg/www.promo.net/pg/ Project Gutenberg public domain
books Text-to-Speech Software www.textassist.comwww.textassist.com
$50 www.readplease.comwww.readplease.com free
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Auto Summarize
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Helpful Sites http://www.help4teachers.com Kathie Nunleys Site
for Layered Curriculum Examples of layered units for many subject
areas http://www.windows.ucar.edu/ Windows to the Universe Earth
and space science site, with information at 3 levels of difficulty
www.uwm.edu/~caberg/access Science lessons with built in
accommodations for behavior, academics and assistive technology
http://www.historyalive.com Teachers Curriculum Institute: History
Alive! Dynamic, enticing history materials which consider various
learning styles. Low cost Activity Samplers available.
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
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Thinkfinity Thousands of Free Lesson Plans and Educational
Resources for Teachers...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.
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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!
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MODELS OF SUPPORT PEER GUIDES CIRCLE OF FRIENDS YES I CAN
PROGRAM SOCIAL CIRCLES
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Additional Important Information Social Emotional Learning Self
determination Behavior Person Centered Planning
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Thanks and have a great day!
Slide 102
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.
