1. ADAPTING AND MODIFYING CURRICULUM

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

3. 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)

4. 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.

5. 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.

6. 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

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

8. 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

9. WHAT AND HOW CAN WE ADAPT?
PREVIOUS KNOWLEDGE
NEW KNOWLEDGE

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

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

12. 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

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

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

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

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

17. 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.

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

19. 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

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

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

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

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

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

25. 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.

26. Fairness
means
equal opportunity
for success
Barbara Hoskins

27. 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.

28. 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

29. 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)