Modifying Instruction to
Accommodate the Needs
of Diverse Learners
Lisa Smith, Instruction/Behavior Consultant
Upper Cumberland Special Education Cooperative
Phone: 606-337-3555
Email: lisa1959@bellsouth.net
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Today’s Goals…
 To provide participants with an overview of the
process of modifying instruction to meet the
needs of diverse learners
 To provide participants with an overview of the
frustration, anxiety and tension students with
learning difficulties experience
 To engage in activities and conversations for the
purpose of enhancing the participants’
knowledge of the use and development of
techniques for modifying instruction
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Presentation Techniques
(Utilizing the Principles of Adult Learning Theory)
 Discussion
 Small and large group activities
 Cooperative learning strategies (i.e., jigsaw,
think-pair-share)
 Self-Reflection
 Question and answer sessions
 Active Learning Strategies (i.e., role play,
scenarios, simulations)
 others
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Students come to school
with an expanded array of
readiness levels, interests
and learning profiles.
Their interests may vary
from surviving on the street
to launching rockets.
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Then we have issues like:
 Gender
 Culture
 Learning style
 Intelligence
 Ability
All shape the varied
ways
in which students
approach
and respond to
learning.
This calls on us to modify, or differentiate,
instruction in response to students varied readiness
levels, interests, and learning profiles.
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There is ample evidence that
tracking struggling learners
impairs their chances for high
quality learning opportunities.
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Students on each end of the
learning spectrum have
“nonstandard” learning needs so
differentiated learning
opportunities are advantageous to
them.
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All students within the
learning spectrum benefit
from flexible classrooms in
which interests, learning
profiles and readiness needs
help sculpt instruction.
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All learners should work with
“respectful tasks”
 Offer tasks that encourage them to think at
higher levels of thinking
 Opportunities to be active learners
 Equally interesting and engaging tasks
 Work with a wide variety of peers over time
 Be involved with learning that is new to them
 Pushed a little beyond their individual comfort
zones in knowledge, insight, thinking, skills, and
production
 ESSENTIAL TO DIFFERENTIATION
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Flexible grouping of students enables all
learners to work in a wide variety of
configurations
 Peers of similar readiness
 Similar interests
 Learning profiles
 Mixed readiness, interest, and learning
profiles
 Whole group
 Independently
 Student choice
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Goal… Equal playing field
Balance to ensure support
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Continuum of Services
707 KAR 1:350, Section 1(9/2000)
Direct/Indirect Instruction
 The continuum shall include the
alternative placements of:
Instruction in Regular Classes
Special Classes
Special Schools
Home Instruction
Instruction in hospitals and
institutions
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What is a Modification?
A change in the way a
teacher:
presents information
tests students
has students practice
new skills
so that every student has a
chance to succeed.
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Making Modifications…
 To meet the diverse needs of students in our
classrooms, modifications are necessary.
 Modifying curriculum can be very time
consuming for teachers and delivering the
modified instruction for some students may be
difficult with one teacher and a full classroom.
 Collaborative teaching makes modified teaching
more easily accomplished through shared
responsibility for planning and instruction.
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Who Is Responsible for the Design and
Implementation of Modifications/Extensions?
 YOU ARE...The teacher who provides the
instruction and assessment for the student is
ultimately responsible for the implementation of
the modifications/extensions.
 WE ARE… The team of teachers who work
together to identify specific
modifications/extensions that students will need
for daily instruction.
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What is Fair?
Fair does not mean that everyone
receives the same thing,
but that everyone receives what they
need to be successful.
Richard LaVoie
F.A.T. City
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Schumm, Vaughn,
and Harris, 1997
What
SOME
students
will learn
What MOST
students will
learn
What ALL
students
will learn
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Types of Modifications
 There are at least 6
types of
modifications:
Size
Time
Level of Support
Instruction
Difficulty
Output
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Types of Modifications
 Size:
Modify the number of
items that some
learners are expected
to learn
 Time:
Modify the time allotted
and allowed for
learning, task
completions or testing.
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Types of Modifications
 Level of support:
Increase the amount of
help by the special
teacher or other
sources of support such
as:
 Teaching assistants;
 Adult volunteers;
 Peer tutors; or
 Cross age tutors.
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Types of Modifications
 Instruction:
Modify the instruction to
be delivered to some
learners:
 More visuals;
 Hands-on leaning;
 Models;
 Taped books or
stories;
 Outline notes; or
 Cooperative learning
groups
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Types of Modifications
 Difficulty:
Modify the
 Skill level;
 Problem type;
 Rules
For how some learners
may approach the work
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Types of Modifications
 Output:
Modify how some
learners can respond to
instruction such as:
 Answering questions
orally instead of writing
 Showing knowledge
with hands-on
materials
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Video….
How Difficult Can This Be?
The F.A.T. City Workshop
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To Reduce FEAR and ANXIETY….
 Never force the student to read out loud in
class
 Never have the student write on the board
 Don’t allow students to grade papers or tests
 Never call on the student unless they
volunteer
 Make sure your classroom is a safe place to
make mistakes
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Class Work and Assignments….
 Break assignments into small steps
 Give simple, oral directions and provide a
written copy of these directions when
possible.
 Limit the amount of copying to be done
whenever possible.
 Give the student a desk copy of what the
class is to copy from the board.
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Techniques for Testing
 Quiz often with brief tests instead of fewer, long
tests.
 Avoid negative questions. (example: “Which one is
not the same?”)
 The process of testing can be less stressful if the
modality is varied.
 Use your creative abilities to devise alternate ways
to assess knowledge rather than always relying on
traditional tests.
 Evaluate the student’s knowledge in less formal
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situations to reduce stress and accentuate the level
of learning.
Social and Emotional Needs….
Encourage, encourage, encourage!
No “buts” about it!
Find activities to do in which the child is
successful and takes pleasure!
Make sure the student knows that you
understand that he is working hard when
he is!
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Activity…
Examine the types of modifications
listed and identify which type of
modification is indicated by the
activities listed…
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Choose from these types of
modifications and descriptions…
-Assessment
-Delivery
-Difficulty
-Environment
-Time









-Level of Support
-Organization
-Participation
-Size
Adapt the way instruction is delivered to the learner.
Adapt the time allotted and allowed for learning, task completion, or testing.
Increase the amount of personal assistance with a specific learner.
Adapt the skill level, problem type, or the rules on how the learner may
approach the work.
Provide structure for completing tasks.
Adapt the number of items that the learner is expected to learn or complete.
Adapt the extent to which a learner is actively involved in a task.
Adapt physical setting.
Adapt how the student can respond to instruction.
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13 Extensions…
 Purpose and
Appropriateness
 Complexity of Task
 Size of Task
 Time
 Pace
 Environment of
Learning
 Participation
 Motivation
 Order of Learning
 Procedures and
Routines
 Application and
Demonstration of
Knowledge
 Level of Support and
Independence
 Resources and
materials
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Wrap-Up…
Questions????
Follow-Up
Evaluations
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Contacting Today’s Presenter….
Lisa Smith,
Instruction/Behavior Consultant
Upper Cumberland Special Education
Cooperative
Phone: 606-337-3555
Email: lisa1959@bellsouth.net
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