Você está na página 1de 2

Adaptations and Modifications - Reference Page SD 69 (Qualicum)

Adaptations
Definition Supports which help students compensate for challenges, allowing them to work toward prescribed learning outcomes, and demonstrate their learning/knowledge in flexible ways. Most students will have adaptations to certain aspects of the curriculum, and will be working without adaptations in others. Extra time Using Kurzweil or other software Peer helper Alternatives to written assignments Use of scribes Audio tapes/electronic text Fewer questions Tiered tasks Focus on essential outcomes, Working on learning outcomes that determine minimum understanding are below grade level (even several needed for course completion grades)

Modifications *ONLY FOR VERY UNIQUE STUDENTS*


Decisions made to accommodate a students educational needs consisting of individualized learning goals and outcomes significantly different from the learning outcomes of a course or subject. They are considered for students whose special needs are such that they are unable to access the curriculum, and are sometimes limited to parts of the curriculum. Modifications need not be a long-term solution. Process for determining modifications: student has ongoing learning challenges

Examples

Determination

We are no longer adapting just for students with special needs, but need to employ effective teaching strategies significant supports/adaptations are increasingly necessary within flexible environments to meet the needs of ALL students. Differentiated classroom practices allow for adaptations to be seamlessly provided as part of the instruction/opportunities available for all learners in that room. Classroom teachers and support teachers provide adaptations as needed, regardless of designation or formally identified unique need. The nature and frequency of adaptations are documented on either an IEP or student is unable to access the curriculum Learning Plan. Implementation Classroom teachers and support teachers collaborate to determine the supports best suited to individual students needs. Assessing Students are assessed based on products or demonstrations of knowledge. They ARE NOT marked lower formal meeting occurs with Support Teacher, Administrator, Classroom Student because of the use of an adaptation. If they meet expectations or achieve a certain mark with the adaptation, it teacher(s) and student's family to recommend modifications to some or all Progress is reported as meeting expectations, or with the relevant percentage. of the student's curriculum Adaptations do not represent unfair advantages to students. In fact, the opposite is true. If appropriate adaptations are not used, students are unfairly penalized for having learning differences, creating serious negative impacts to their achievement and selfconcept. Reporting Marks are based on actual product or knowledge demonstrated. Descriptors from the classroom report cards the student is brought to district screening and it is formally determined Practices are used and the adaptations provided are acknowledged in the written comments. that all or part of the student's curriculum will be modified Grading for students who have been provided with adaptations should be in relation to the outcomes of the curriculum. If the learning outcomes that a student is working toward are from the curriculum of a grade level lower than the current grade placement, this should be indicated in the IEP or learning plan and in the body of the students progress report. formal documentation regarding this decision is added to the student's file. Sources: Special Education Services: Manual of Policies, Procedures and Guidelines (BC Min of Ed, March 2011), A Guide to Adaptations and Modifications (BC Min of Ed, 2009), Leading and Managing in Special Education (BC CASE)

Examples of Adaptations
For students who experience difficulty with writing:
Instructional strategies Tracing Dot to dot Multisensory Chalkboard Avoid short pencils Cross age tutor Cooperative learning Keyboarding Working on outcomes lower than grade level Adjustments to tasks: Adapt tests to fill in blank, multiple choice, true/false Allow more time Shorten assignment Photocopy notes Change paper position Change student position Working on outcomes lower than grade level Adaptive or low tech Tape paper to desk Clipboard to hold paper Different writing tools Pencil holders/grips Different texture/colour paper Different line spacing Acetate sheets with markers Talking pen Stencils/templates Rubber stamps Magnetic letters Slant board/easel Wrist support/arm stabilizer Adaptive or low tech Study carrel Tactile letters/words Magnifying bars Coloured acetate Work window Flash cards Highlighter Post-it flags Colour coded paper clips Adaptive or low tech Study carrel Manipulative Abacus Flash cards Number stamps Magnetic numbers Personal chalk or dry erase board Number facts charts Raised/enlarged number line Adaptive or low tech Study carrel Word cards Sentence cards Pocket dictionary and thesaurus Personal word book Alternative or mid/high tech Typewriter Word processor Key guard Alternative input devices for computer Software providing macros (Word) Spell checker Taking word processor Word prediction Abbreviation expansion Onscreen keyboard Voice recognition

For students who experience difficulty with reading:


Instructional strategies Story mapping Read aloud guests Multisensory instruction Structured study guides Utilize cross age tutor Cooperative learning Adjustments to tasks: Highlight key concepts Allow more time Shorten assignments Simplify texts Use chapter outlines. Working on outcomes lower than grade level Alternative or mid/high tech Tape recorder Books on tape Language Master Electronic dictionary Scanner Talking work processor (Clicker) Reading pen

For students who experience difficulty with calculating:


Instructional strategies Number lines Mnemonic devices Colour coding Multisensory instruction Utilize cross age tutor Cooperative learning Adjustments to tasks: Reduce number of problems Eliminate need to copy problems Enlarge worksheets Avoid mixing operations on a page Allow more time Working on outcomes lower than grade level Alternative or mid/high tech Calculator Calculator with printout Talking calculator Tape recorder with counting, number facts, formulas Math practice software

For students who experience difficulty with composing:


Instructional strategies Outlines Webbing Story starters Formulate sentences out loud Utilize cross age tutor Cooperative learning Instructional strategies Colour coding Multisensory presentation of assignments Assignment sheets Reminder cards Post signs and label areas in room Peer support Adjustments to tasks: Shorten assignment Sentence shells Provide keywords Allow more time Working on outcomes lower than grade level Alternative or mid/high tech Electronic dictionary and thesaurus Spell checker Software with macros Talking word processor Word prediction

For students who experience difficulty with organizing:


Adjustments to tasks: Reduce number of assignments Assign homework for one subject area per night Adaptive or low tech Homework journal Pocket schedule Schedule on desk Appointment book Multiple pocket portfolio Study carrel Clipboard Post-it notes Colour coded paper clips Highlighter Storage cubicles timer Alternative or mid/high tech electronic organizer message recorder taper recorded schedule and assignments software with calendar and reminders

Você também pode gostar