Adaptations for Inclusive Classrooms

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Adaptations for Inclusive Classrooms
Orah Raia Teacher Effectiveness Grant
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All students can learn and succeed, but not all
in the same day in the same way. William G.
Spady
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What is the difference between accommodations
and adaptations ?
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Accommodations

• Accommodations are used to refer to changes that
  are stipulated in an individual students 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.
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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.
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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.

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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).

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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.

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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

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The Bear and Two Travelers by Aesop
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The Bear and Two Travelers, A Fable by Aesop
Using Kidspiration
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Concept Map for Fables Using Kidspiration
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Activity using Inspiration software
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The outside doesnt necessarily represent what is
on the inside