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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 and accommodations. Participants will learn some new tools and strategies that they can use immediately. . OUTLINE. - PowerPoint PPT Presentation
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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 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.
þþ
þþ
þ
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.