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CHAPTER 8
ADAPTING LEARNING ENVIRONMENTS
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Modification : the act or process of changing parts of something. Modifying curriculum
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Accommodation : providing of what is needed or desired for convenience. Classroom
accommodation for behavior issues
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Adaptation : something that is changed so that it can be presented in another form. Adjustment
to schedule
Cognitive delays:
1)Learn at a slower rate
2) Need repetition
3) Have difficulty with self-regulation
4) Not able to generalize concepts or abstract ideas
5) Need direct instruction
6) Not able to follow 2-3 step directions
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Adaptations for home and school:
a) Teach skills based on child’s strengths
b) Teach in natural settings and routines
c) Consistency of schedule and routines to facilitate memory
d) Allow plenty of time for tasks
e) Provide structure play opportunities to socialize with peers with adult assistance
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Adaptation of materials and equipment:
a) Provide hands-on opportunities
b) Use concrete and real materials to teach abstract concepts ( up, down, in, out, numbers)
c) Variety of manipulatives of different sizes
d) Visual cues/photos for schedules, transitions, and routines
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Adaptation of Instruction:
a) Consistency of instruction among adults
b) Teach a skill in a natural daily routine activity ( dressing, feeding, pincer grasp)
c) Generalize practicing a skill across settings. home ->school
d) Break down steps to teach an activity / task analysis
e) Use of scaffolding- teacher provides support as needed to learn a skill and supports are
gradually removed as child masters the skill
Social- emotional delays
1) Aggression
2) Disruptive or destructive behaviors
3) Lack or difficulty with interpersonal skills
4) Anxiety disorders
5) Challenging behaviors
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Adaptations for home and school:
a) Observe when and where behavior occurs. ABC approach
b) Balance between child-directed and adult-directed activities
c) Structured environment with boundaries
d) Organize materials
e) Allow choices within the activity
f) Provide a predictable and consistent learning environment
g) Prepare child for transitioning between activities
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Adaptation of Materials:
a) Have materials to use while decreasing behavior
b) Have enough materials to promote positive social interactions
c) Remove objects that usually cause problems
d) Provide materials and activities of high interest
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Adaptation of Instruction:
a) Identify the cause for the behavior. Functional Behavior Analysis
b) Utilize positive behavior supports
c) Provide choices whenever possible
d) Set clear and consistent expectations
e) Post visual rules and review with child
f)
Redirect child to more acceptable behavior
Autism Spectrum Disorders
( 1 in 68 children, 1 in 42 boys)
1) Delays in Communication and social skills
2) Restrictive behaviors and interests
3) Short attention span
4) Hyperactivity and impulsivity
5) Challenging behaviors
6) Repetitive behaviors
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Adaptations for home and school:
a) Provide structure and predictability in routines
b) Provide break time
c) Have a balance between active time and quiet time
d) Adjust daily schedule according to child’s needs
e) Adapt home environment according to child’s sensitivity ( noise, light)
f) Plan feeding routine and mealtime foods
g) Define quiet areas
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Adaptation of materials:
a) Use visual supports/picture cards for schedules and transitions
b) Use social stories to teach socially appropriate responses
c) If needed utilize PECS (picture exchange communication system)
Adaptation of Instruction:
a) Use naturalistic teaching strategies- adult supports and facilitates skills and interactions with
peers within typical routine
b) Peer support during activities
c) Teacher modeling behavior or communication skills ( repeat, expand, question, prompting)
Speech and language delays
1) Stuttering
2) Impaired articulation
3) Language impairment
4) Voice impairment
5) Delay related to primary disability
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Adaptations for home and school:
a) Language based home or school setting
b) Adult responsive to child’s communicative efforts ( gestures, sounds)
c) Turn taking games to start conversations
d) Labeling activities to teach words and actions
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Adaptations for materials:
a) Choose materials that appeal to child’s interest
b) Provide choices and model labels/words
c) Intentionally place materials out of reach for child to request
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Adaptations for instruction:
a) Provide imitation activities including actions and sounds
b) Expand language. Elaborate on what child says
c) Join vocalizations with gestures
d) Do not rush child’s answer. Pace conversation
Vision impairments
1) Low sensory development
2) Delayed locomotion skills
3) Delayed fine motor skills
4) Delayed social-emotional skills
5) Delayed receptive and expressive communication
6) Delayed self help skills
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Adaptations for the home and school:
a) Use of good high quality lighting
b) Monitoring of noise level for auditory cues
c) Ensure proper layout and arrangements of environment. Orientation and mobility skills
d) Use of color and contrast, different sizes
e) Tactile tasks development
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Adaptation of Materials:
a) Visual aids
b) Tactile methods/Braille
c) Auditory aids and strategies
d) Mobility and orientation skills
e) Use of technology
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Adaptation of Instruction:
a) Use consistent labels for objects
b) Assist children to explore environment
c) Provide verbal feedback on action/task
d) Listen and describe sounds and visual objects
e) Teach self-care skills in natural settings
f)
Present objects before instruction
g) Monitor use of glasses/visual aids
Hearing Impairments
1) Mild, moderate or severe hearing loss
2) Use of hearing aids depending on degree of loss
3) Unable to process spoken language
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Adaptations for home and school:
a) Provide adequate lighting
b) Use of visual cues ( lip reading, body language, facial expressions, sign language)
c) Adequate sitting arrangements
d) Proper positioning of speaker in front of child
e) Monitor room’s acoustics
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Adaptations of materials:
a) Learn how to control and adjust hearing aids
b) Become familiar with assistive listening devices including microphones
c) Consult with speech-language pathologist
Adaptations of Instruction:
a) Provide communication modes ( auditory-oral, sign language or total communication) to express
their wants and needs
b) Provide opportunities for social interactions
c) Use normal voice, gestures and touch when interacting and communicating
Physical Disabilities and Health Impairments
1) Spina bifida
2) Cerebral palsy
3) Muscular dystrophy
4) Spinal cord injury
5) Asthma
6) Cystic fibrosis
7) Leukemia
8) Diabetes
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Adaptations for home and school:
a) Make sure environment is accessible for adaptive equipment
b) Learning areas surfaces to be height accessible
c) Possible positioning of railings
d) Materials to be at eye level and consider adaptations
e) Proper seating and positioning
f)
Awareness of medical and nutritional needs
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Adaptations of Materials:
a) Use of adaptive equipment ( wheelchair, canes)
b) Monitor weight of manipulatives
c) Use of adapted scissors, cups, utensils, clothing
d) Assistive technology to enhance communication
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Adaptations of Instruction:
a) Determine changes in schedule and length of activities as needed depending on child’s level of
attention, fatigue, physical needs
b) Plan proper equipment and materials to maximize learning
c) Provide a language rich environment
d) Promote independence and positive self-esteem
e) Plan for absences due to medical conditions