1. Curriculum Modifications
Monica Egan

2. YouTube Video Link I apologize I couldn’t get it on one link.
Part 1-
Part 2-
Part 3-
Part 4-
Part 5 -

3. 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

4. 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.

5. 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)

6. 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?

7. 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.

8. 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.

9. 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.

10. 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)

11. 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.

12. 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

13. 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.

14. 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.

15. 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.

16. 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

17. 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

18. 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.

19. 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

20. 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)

21. 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

22. 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

23. 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

24. 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

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

26. 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.