Curriculum Modifications Monica Egan

YouTube Video Link I apologize I couldn’t get it on one link. Part 1-https://www.youtube.com/watch?v=jtbDCUESo9c Part 2- http://www.youtube.com/watch?v=r3WqDdaP3mQ Part 3- http://www.youtube.com/watch?v=bQoljrI6x9I Part 4- http://www.youtube.com/watch?v=IG9wZMJjC_U Part 5 -http://www.youtube.com/watch?v=FjJiDRnuy7w

Overview Through this presentation, you will learn: Determining the appropriateness of the curriculum modification (CM) General Categories of the CM General Models of the CM Accommodations for Specific Impairments/Disabilities

What is Curricular Modification? “Any adaptation made to the general education curriculum in order to prevent a mismatch between a student’s skill level and the lesson content and promote student success in learning targeted IEP objectives and appropriate skills” (Block & Vogler, 1994; Ginagreco & Putnam, 1991) GOAL: To allow students to participate in general physical education classes that are both safe and challenging and offer opportunities for success.

Determining the Appropriateness of the CM 1- Does the change allow the student to participate successfully yet still be challenged? 2- Does the modification make the setting unsafe? 3- Does the change affect peers without disabilities? 4- Does the change cause an undue burden to the general physical education teachers? (page 128)

Table 6.2 -Adaptation Checklist page 113 Is the adaptation safe? Does the modification maintain the concept of the game? Was the child included in the adaptation, and does he/she embrace the concept? Is the game still age-appropriate? Is the adaptation holding the child back and not affording a challenge? Does the adaptation still allow the child with a disability to work on either class goals or IEP goals? Does the adaptation alienate the child from the rest of the class?

3 Categories of CM 1st Category - Multilevel Curricular Selection Used for students with mild disabilities who only need slight modifications in the general physical education curriculum. The curriculum is appropriate but the level may not be.

3 Categories of CM cont. 2nd Category - Curricular Overlapping This is used when students continue their IEP goals while in their general physical education class. This allows the student to not be alienated from the group, but rather allows the student to continue with progress of his/her goal.

3 Categories of CM cont. 2 3rd Category- Alternative Activities This is used when the activity is not appropriate for the student. Instead of leaving the student to work alone, the class rotates between different activities allowing the students without disabilities to do the same activity as the student with disabilities.

General Models for CM The following models allows for any student with disabilities to enter a general physical education program. 1st Model - Developmental Analysis Designed in 1978 by Herkowitz Designed to systematically identify task and environmental factors It is broken down into two parts General Task Analysis (GTA) Specific Task Analysis (STA)

General Models cont. GTA: Outlines all environmental & task factors. The factors are then listed in order of difficulty from simple to complex. Figure 7.2 on page 131 gives an example of GTA for striking. The GTA gives the instructor a list of general factors to base his/her modifications off of.

General Models cont. 2 STA- Is developed to greater understand how specific factors affect specific movements. Figure 7.3 on page 132 provides an example of striking. The instructor takes 2-4 factors from the GTA and modifies the specific factor. Example: Size of the ball being hit

Ecological Task Analysis Davis & Butron (1991) found 2 flaws with Herkowitz’s Models. 1= Did not consider the goal of the task 2= Did not consider the attributes of the mover. #1- Herkowitz did not think focus on the goal, but rather the task. D&B believe that the way the student did the task was important. #2- Herkowitz focused on the characteristics of the task, rather the characteristics of the mover. D&B believe the characteristics of the mover affect the performance of the task.

Ecological Task Analysis Model (ETA) Davis & Burton (1991) solution to the flaws in Herkowitz model = ETA Three major parts of ETA= Actions are a result of the individual, the goal, and the environment Task should be categorized by function and intention rather than movement pattern or mechanism of pattern(132). Invariant features of a task should be defined as either essential or nonessential variables.

Students with Specific Impairments It is hard to generalize modifications so here are some specific modifications for specific disabilities and functional impairments. Functional= Impairments that affect a student’s abilities - examples: balance, strength, endurance. Can be changed modified. (See Table 7.2 on page 134) Specific disabilities= Disabilities that affect a student’s performance - examples: Visual Impairments, Cerebral Palsy, Dwarfism. Can not be modified.

Impairments with Strength, Power & Endurance (pg. 133-4) Examples of specific modifications: Playing width instead of length of field, gym, court. Lowering a net for students who can not reach Allowing student to use a smaller racket to strike the target Allow students to use a two hand throw, as well as catch a different ball

Examples of Specific Mod. Cont. (Strength & endurance) For students who are tired easily, allow students to sit down in between plays. Reduce the time of play and increase the time of rest in between sets. Have non-disabilities students to go further than those with disabilities

Examples of Specific Modifications - Balance (pg.135) Allow students to perform task on while sitting or kneeling. Allow student to keep balance by keeping their feet flat on surface. Have students widen leg stand for more support Teach students to fall safely Use eyes! **Check if Balance is due to other implications.

Examples of Specific Mod. For Coordination & Accuracy (pg. 135-6) Use larger balls to catch at first Change the distance of the ball being hit Try using smaller balls to throw Use stationary balls Have the target be large **Continue to have safety be a priority

Example of Mod. for with Physical Disabilities Know your student’s disability Prepare your class both with education and safety procedures Allow student to give input Use resources to learn about specific rules. (back of book)

Examples of Mod. For Intellectual Disabilities Know your student’s abilities & limitations Prepare/Talk to Class Do NOT underestimate your student Base your activities on age, not mind level. Use direct & clear instructions Use demonstrations & assistance

Examples of Mod. for students with Hearing Impairments Position Student closer to you Use visual cues Allow for student to read your lips Avoid excessive noises Peer Tutors

Examples of Mod. for students with Visual Impairments Think Safety! Assist students - as well as peers “Anchor” student Be cautious of clothing Use tactile & auditory cues Allow special education Use brailed directions

Examples of Specific Mod. For Emotional Disturbances & Autism Ensure success Teach that failure is acceptable Provide an outlet Help keep student focused Provide reinforces Clearly state consequences

Examples of Specific Mod. For Health Conditions Think Safety! Be aware of medications Be aware of timing or season

Additional Resources Lieberman text Pages 72-74 Table 7.1 on page 97 Block, E. (2007). A teacher's guide to including students with disabilities in general physical education. (3rd ed.). Baltimore, MD: Paul H. Brookes Pub. Lieberman, L. J., & Houston-Wilson, C. (2009). Strategies for inclusion, a handbook for physical educators. Human Kinetics Publishers.