ADAPTING AND MODIFYING CURRICULUM

TOPIC------------------------------- K {Know} {Want to know} {Learned}

ADAPTING CURRICULUM In inclusive schools, the focus is not exclusively on how to help students fit into the existing, standard curriculum of the school. The curriculum in the regular education classroom is adapted, when necessary, to meet the needs of any student for whom the standard curriculum is inappropriate or could be better served through adaptation. (Brownlie/King)

Definition for an Adapted Program An adapted program retains the learning outcomes of the prescribed curriculum, but adaptations are provided so the student can participate in the program. These adaptations can include alternate formats (e.g. Braille, books-on-tape), instructional strategies (e.g. use of interpreters, visual cues and aids) and assessment procedures (e.g., oral exams, additional time). Students on adapted programs are assessed using the standards for the course/program and can receive full credit for their work. School personnel should document the adaptations provided for the student. Source: British Columbia Ministry of Education (1994). Special Education: A manual of policies, procedures and guidelines. Victoria: Province of British Columbia, Ministry of Education.

Definition for a Modified Program A modified program has learning outcomes which are substantially different from the prescribed curriculum, and specifically selected to meet the student’s special needs. For example, a grade 9student in a modified math program could be focusing on functional computational skills in the context of handling money and personal budgeting. Or, in language arts, a grade 5 student could be working on recognizing common signs and using the phone. In these examples the learning outcomes are substantially different from those of the curriculum for most other students. The student’s program may include some courses that are modified and others that are adapted. The student’s transcript should indicate those courses that are modified. Source: British Columbia Ministry of Education (1994). Special Education: A manual of policies, procedures and guidelines. Victoria: Province of British Columbia, Ministry of Education.

Adaptations/Modifications For students whose learning outcomes are the same as the provincial curriculum: Teaching methods, materials and/or evaluation methods are adapted and identified in the IEP Standard reports: structured comments for the primary years and letter grades or percentages after grade 3 May be awarded a Dogwood Graduation Diploma - in a few cases this may be a School Completion Certificate Modifications For students whose learning outcomes are different from or in addition to the provincial curriculum: Individualized, personalized goals are developed and stated in the IEP Reports include structured written comments on individualized goals without letter grades or percentages May receive a School Completion Certificate after meeting the goals of their Student Learning Plan/IEP

Compare/Contrast Matrix Adapted Programs Modified Programs Definition Curriculum Instructional/curricular strategies Assessment strategies Adjudication Graduation

9 TYPES OF CURRIC. ADAPTATIONS QUANTITY Reduce items amount TIME Pace, less, more SUPPORT Peers, SEA, older student INPUT Visual, concrete, text? DIFFICULTY Level, type, calculator, rules OUTPUT Verbal, scribe, demonstration PARTICIPATION Individual, group, adapted task ALTERNATE GOALS Same materials CURRICULUM SUBSTITUTION Project goals

WHAT AND HOW CAN WE ADAPT? PREVIOUS KNOWLEDGE NEW KNOWLEDGE

Demands of the School Setting UDL/Differentiated Instruction Demands of the School Setting Academic Executive Motivational Social Capilano University - May 09

Environmental Adaptations UDL/Differentiated Instruction Environmental Adaptations Capilano University - May 09

UDL/Differentiated Instruction Student Work Space Alternate spaces to complete work. In class or out of class? Control over stimuli. To stand or sit? Capilano University - May 09

UDL/Differentiated Instruction Communication FM systems Ambient noise levels Visuals Proximity & touch Clutter visual, auditory, tactile distractibility Capilano University - May 09

UDL/Differentiated Instruction Environmental Design Student & teacher placement Furniture Traffic areas Line-ups Unstructured time Capilano University - May 09

UDL/Differentiated Instruction Sensory Tactile manipulatives. Wiggle cushions. Reinforcement bin. Movement break schedule. Reduce stimuli (seating, gym). Capilano University - May 09

Curricular/ Instructional Adaptations UDL/Differentiated Instruction Curricular/ Instructional Adaptations Capilano University - May 09

An adaptation is made to ensure that the student can access the information and that the student can demonstrate knowledge. Therefore we have to: Change how they get the information (take it in) Change how they demonstrate they know (get it out) ie: reader ie: scribe taped version - oral exams (all or part) movies/films - shortened test/alternate format groups/environmental considerations - extra time/separate setting discussions - cueing/discussion choice of reading selections - demonstrations oral instructions/readings - models/portfolios photocopies/notes - time-lines/posters/scrapbooks slower pacing/extra time - computer/spell check - calculator/math aids (charts, formulas) An adaptation (accommodation) allows the student to show competency and come to believe they are capable. It is not to draw attention to weakness or deficiency.

ADAPTATIONS OF CURRICULUM TEXTS HIGHLIGHT TEXTS PICK KEY SECTIONS USE OUTLINES/STUDY GUIDES PROVIDE NOVEL SUMMARIES PROVIDE TAPES

UDL/Differentiated Instruction Task Organization Task completion checklists Start & stop points Timers “First, then” schedules Photocopied text, near-point copies Graphic organizers Graph paper (math) Technology Binder or bin system Capilano University - May 09

UDL/Differentiated Instruction Following Directions Checklists Pair oral with written/visual instructions Graphic organizers Capilano University - May 09

UDL/Differentiated Instruction Motivation Personal Profiles Social, Activity, Material Reinforcers Reinforcement Bins Token Systems Capilano University - May 09

Behavioural Adaptations UDL/Differentiated Instruction Behavioural Adaptations Capilano University - May 09

UDL/Differentiated Instruction Self-Awareness Body visual Token economy Consequence maps Volume control Capilano University - May 09

UDL/Differentiated Instruction Self-Monitoring Incredible 5 Point Scale Take 5 Vibrating pager Data sheets Capilano University - May 09

Modified Programs Key issues: All of the adaptations discussed may apply to students on modified programs. All lessons should be related to what others are learning only at a simpler level (parallel curricula). Use alternate textbooks on similar subject matter. Give more concrete assignments. Always search for ways for modified students to participate in some way.

Fairness means equal opportunity for success Barbara Hoskins

CASE STUDIES Heather is in grade 9. She has significant difficulties with reading and writing tasks. She reads accurately but very slowly and has difficulty with word meaning. She has problems generating ideas for writing. She is badly organized and has not done well on any in-class assignments or tests. Homework is not turned in. John is in grade 6. He has functional reading skills at about grade 3 but comprehension is lower than that. His concentration span is brief and he has significant issues with his vision. Writing tasks, beyond printed simple sentences, are difficult. He is socially inappropriate at times and has few friends.

ADAPTED V MODIFIED ADAPTED Teaching changes Retains PLOs Adapts instructional methods Letter grades given Exam adjudication e.g. reader/scribe/computer Dogwood graduation MODIFIED Substantial changes Different learning outcomes Functional skills IEP goals met – written comments No provincial exams School Leaving Certificate

POINT TO PONDER Acknowledging that students learn at different speeds and that they differ widely in their ability to think abstractly or understand complex ideas is like acknowledging that students at any given age aren’t all the same height: It is not a statement of worth, but of reality. To accommodate this reality, teachers can create a “user-friendly” environment, one in which they flexibly adapt pacing, approaches to learning and channels for expressing learning in response to their students’ differing needs. While the goal for each student is challenge and growth, teachers must often define challenge and growth differently in response to students’ varying interests and readiness levels. This includes using material from other grade levels. (Tomlinson)