Adapting
and Accommodating for all Learners
OUTCOMES FOR TODAY ~
Everyone will expand their thinking when it
comes to adaptations and accommodations.
Participants will learn some new tools and
strategies that they can use immediately.
OUTLINE
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Introduction ~ Bridget & Nancy
What does she need?
Adaptations
How to get started
 learner
 curriculum
 environment
 Tools and Strategies
 Mini books
 graphic webs
 preview
 technology
My Experience
We never segregate the people
•
we
value
.
Inclusion – What would she be doing if she did not have
Down Syndrome?
• How can we address both academic learning & Social
inclusion?
• How will she learn?
• What will she learn?
• How can we accommodate for her needs and include her?
WHAT DOES SHE NEED?
• Supportive community that accepts and
supports her.
• Academic adaptations so she will have
access to the curriculum
• Opportunities to participate in the full
educational experience.
Why ADAPT?
WHY do we Need to think about
ADAPTATIONS & ACCOMMODATIONS?
• IDEA
• Diverse students in our classrooms
• Inclusion
IDEA ’97 Says . . .
Each public agency shall ensure that:
A child with a disability is not removed
from education in age-appropriate
regular classrooms solely because of
needed modifications in the
general curriculum. 34 CFR #300.352(e)
“The IEP for each child with a
disability must include--A statement of the program modifications…that
will be provided for the child
– To advance appropriately toward attaining the annual
goals;
– To be involved and progress in the general curriculum
– To be educated and participate with other children
with disabilities and non-disabled children…”
IDEA Regulations, 34 C.F.R.§300.347(a)(3)
Evolution of Supports and Services in
General Education
Prerequisite
Home base
Services
Standards
Mainstream
Near grade level
in academics &
social
Special
Education
Minor
adaptations,
consultation,
collaboration
Same as
general
education
Integration
Near grade level
in academic or
social
Special
Education
Special
Instruction,
Merged
classes,
Adaptations
Same as
general
education or
modified
General
Education
Full
Continuum of
services
Varies with
each student
Inclusion
80 % of time
spent in Gen ed.
Classes.
NONE
with age
appropriate peers
with access and
equity to the gen.
ed curriculum and
activities.
Bill Peters 1991
WHAT MAKES IT WORK?
Professional
Development
Teaming
Adapt
Curriculum
What Makes
Inclusion Work
Build
Relationships
Resources
Vision
And
Attitude
Effective
Instructional
Strategies
Get Started ~
Take a look at …
Learner
Environment
Curriculum
A LOOK AT THE LEARNER
THE LEARNER …
Is Exposed to
The
General
Curriculum
Is accountable and
Tested on some of the
Curriculum (essential
and enduring concepts)
will
demonstrate their
Learning by …
What does the learner need to be part of
the educational process?
Organization, Previewing, a system for
learning
Student
LEARNER PROFILE
•
•
•
•
Strengths
Needs
Areas for improvement
Support needed to be part of the process
The student is successful
when…
1.
2.
3.
4.
5.
He previews the information
He has pictures
He has a picture schedule
He can work with a group
He can relate the concept to something
concrete.
6. He receives direct reading instruction
7. He has writing supports
8. He has math supports (manipulatives, touch
math, with assistants)
BIG QUESTIONS
• WHAT is the student going to learn?
• WHEN is the student going to learn the
information?
• WHERE is the student going to learn?
• WHO is going to teach the student?
• HOW is the student going to learn?
IEP at a Glance
Student’s Name:
Areas of Focus
Reading:
Math:
Communication (Oral or
Written):
Behavior:
Assessment:
Support Teacher (s):
Accommodations
Recommended
Notes
Individual Educational Program &
General Education Matrix
Regular Class Schedule
Name:____________
Grade:____________
MGMT. Needs
IEP Goals
Writing simple
sentences
Morning
Meeting
Reading
X
Spelling/
LA
X
PE/Music/
Library
Lunch
Math
X
Science/
SS
X
Journal
X
TAKE A LOOK AT
The
CURRICULUM
• Adaptations
• Accommodations
• Modifications
Adaptations
Accommodations
Modifications
• Changes in HOW a
student accesses or
demonstrates learning
• Changes in WHAT a
student is expected to
learn.
• Does not substantially
change instructional
level, content or
performance level
• Changes may be made
in instructional level,
content or performance
level.
• Goal = provide equal
access to learning
• Goal = provide
meaningful & productive
learning experiences
Accommodation?
or
Modification?
Instead of writing a complete paragraph,
have the student draw a picture
and label it.
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Allow the student to come in
before school to work on a project.
Provide the student with an uncluttered
version of an assignment/test with
additional space to write.
Instead of completing a research paper,
have the student locate library materials
for the class on the topic.
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Provide audio versions of textbooks,
and have the student follow the text
while listening.
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Accommodation?
or
Modification?
Instead of writing a complete paragraph,
have the student draw a picture
and label it.


Allow the student to come in
before school to work on a project.
Provide the student with an uncluttered
version of an assignment/test with
additional space to write.
Instead of completing a research paper,
have the student locate library materials
for the class on the topic.
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Provide audio versions of textbooks,
and have the student follow the text
while listening.
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Accommodation?
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
or
Modification?
To assist with note-taking, provide an
outline with main points.
Allow student to use the computer to take
a spelling test instead of writing the
words.
Allow student to provide a verbal response
to an essay question on a science test.
Instead of writing a five paragraph essay,
have the student write one paragraph with
at least five sentences.
Have student be accountable for a few
main concepts of a unit, rather than all the
material.
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8 Types of Adaptations
Types of Adaptations
Adapted from the Center for School & Community Integration, Institute for the Study of Developmental Disabilities, Indiana University, Bloomington, IN
Size
Time
Level of Support
Adapt the number of items that
the learner is expected to learn
or complete. Adapt the size of
the information by enlarging.
Adapt the time allotted and
allowed for learning, task
completion, or testing.
Increase the amount of
assistance for a specific learner.
Input
Difficulty
Output
Adapt the way instruction is
delivered to the learner.
Adapt the skill level, problem
type, or the rules on how the
learner may approach the work.
Adapt how the learner can
respond to instruction.
Participation
Alternate Goals
Adapt the extent to which a
learner is actively involved in the
task.
Adapt the goals or outcome
expectations while using the
same basic materials.
SORT THE 8 TYPES
SUBJECT : WATER CYCLE
GOAL: Students will be able to describe the water cycle
INSTRUCTIONAL PLAN: The students will draw the
water cycle and write a paragraph describing how it works
Types of Adaptations
Adapted from the Center for School & Community Integration, Institute for the Study of Developmental Disabilities, Indiana University,
Bloomington, IN
Goal for Most learners: The students will be able to describe how the water cycle works.
Instructional Plan for Most Learners: The students will draw the water cycle and write a paragraph
describing how it works.
Size
Allow the student to write a
few sentences rather than a
complete paragraph.
Input
Provide the student with a model
and pre-labeled cards to place on
the diagram as s/he listens to
the classroom explanation.
Time
Allow the student to use free
time or come in before school
to work on the project.
Difficulty
Provide the student with a
“word bank” to assist in writing
the paragraph.
Participation
Alternate Goals
Have the student go to the
school library to locate
materials on the water cycle
for the class to use during the
unit.
Change the goal to learning
that water exists in different
forms. Have the student
locate magazine pictures of
water in all its forms.
Level of Support
Have a peer work with the
student on the paragraph to
brainstorm ideas, formulate
sentences and edit the end
product.
Output
Allow the student to type the
paragraph on the computer,
using a word prediction
program.
Maintain the INTEGRITY of the curriculum
Reduce the DENSITY of the material
Be ECLECTIC
ACCOMMODATE the child’s learning needs
Remember the LEARNING STYLES
DENSITY
Accommodate
the child’s learning needs
And Assess Appropriately
Backward Design Logic
From Understanding by Design
Begin with the end in mind!
Universal Design
Access for everyone
CURRICULUM
It is good to look at CURRICULUM with
a birds eye view!
Planning Pyramid
Incidental
Concepts
What SOME
students will
learn
More complex,
abstract, & detailed
Next Most Important Info.
Additional facts,
extensions of base concepts,
more complex concepts and vocabulary
What MOST
students will
learn
Most Important Concepts to Lesson/Unit
Broad concepts, relevant applications, key vocabulary
What ALL
students
should
learn
Foundational Concepts, Selected Higher Order Concepts
Adapted from: Schumm, J. S., Vaughn, S. & Harris J., “Pyramid Power for Collaborative Planning”
Plate Tectonics
1 week
science 8th grade
• The earth changes over time
• There are ocean plates and land plates
that change the earth when they move
TRY IT OUT !
The seven most dangerous words:
“HE
WON’T
GET ANYTHING
OUT OF IT !!!”
Research Project
Junior year
• ALL students will write a research paper that includes
sources, appropriate documentation, and clear
accurate information.
Bridget’s paper will:
• be 3 pages long
• 3 sources documented
• Include a graphic web of ideas, and a short presentation.
Bridget will have assistance and support so she can
successfully participate in this project.
I learned :
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About Martin Luther King Jr.
Rosa Parks & the Bus Boycott
The 9 students In Little Rock
About the civil rights movement
Segregation
Non Violence
IEP GOALS – Demonstrated
learning
•
•
•
•
•
Bridget learned:
About the history of segregation and the civil rights movement.
– she can discuss the issues she learned about,
– she can ask questions,
– she can put ideas in a graphic web
– she can discuss her research project
– she read two books about the subject
That American Issues (Civil Rights) were linked to world wide issues
– She understands that Gandhi and Martin Luther King Jr. work on behalf of human
rights. used lessons from Civil Disobedience King Jr.
Information about some key leaders in history.
– She learned about Martin Luther King Jr.
– She learned about Rosa Parks
– She learned about the 9 students in Little Rock
• Experience with a research Project
–
–
–
–
–
She learned what a source was
How to write a source – from writers Inc.
How to find information on the internet
How to find information in books.
How to organize her thoughts in a web
Standards
• Standards
• Analyze events, trends and individual
movements shaping the history of the USA.
• Describe and explain contributions of selected
individuals through history.
• Explain major social, economic and political
events throughout history.
• Analyze the roles played by groups in the
development of a pluralistic society in the U.S.
Bridget’s learning outcomes
• Bridget’s learning outcomes
• Learned that the bus boycott, brown vs. board of
education and little rock nine were movements that
shaped history
• She learned about martin Luther King Jr., Rosa
Parks and the 9 students in Little Rock. Made
contributions
• She learned about the civil rights movement as a
major social event through out history.
• She learned how the civil rights movement helped
create a more pluralistic society
Bridget’s Individual Goals and outcomes for
participation in her research project.
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•
•
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•
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Bridget’s Individual Goals and outcomes for participation in her research
project.
Learn what a research project is
Learn how to plan for a Project.
Learn what a source is, how to locate a source, and record the information
Learn that sources can come from books, magazines, article, and internet
information
Learn to put her ideas in a graphic web.
Learn – with assistance – how to take her ideas and make one paragraph
per idea
Learn basic information about little rock 9, brown vs. the board of education
and the bus boycott so that she can discuss this topic, ask questions and
link information to other issues. (civil rights movement = disability issues)
A Planning Structure
General ed teacher
prepares
an outline of upcoming
curriculum.
General & special ed
teachers jointly decide how
to arrange teachers & students
to accomplish curriculum
priorities.
Special educator (with
assistance from regular
educator) makes
accommodations &
modifications for
students with special needs.
Student Participation Options in
General Education Classroom Activities
Minor
Accommodations
Same activities
Same objectives
Accommodations
Major
Modifications
Same activities
Same objectives
(may prioritize)
Accommodations &
modifications for
success
Same curricular area
Different objectives
Significant
modifications (using
same or different
materials)
Assessment & Grading Options
Minor
Accommodations
Major
Modifications
“General Education”
“Blended”
“Modified”
Assessment/Grading Model
Assessment/Grading Model
Assessment/Grading Model
Minor Accommodations
Major Accommodations /
Minor Modifications
Major Modifications
General Education Teacher
General & Special
Education Teachers
Special Education Teacher
ENVIRONMENT
Adapt the environment by:
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•
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Creating cooperative learning groups
Using stations or centers
Discussion groups
Co-teaching
Groups based on interest
Individual conferencing time
Learning contracts
Partners
Peer Guides
• PAIR AND SHARE – OTHER WAYS TO
ADAPT THE ENVIORNMENT
TOOLS & STRATEGIES
Uses for
Graphic Webbing
Reduce the density
Note taking
Tool
Find out what’s important
Preview
&
Review
Sort Information
Use pictures
to help retrieve information
Discussion tool:
Retrieve
Contribute
WHAT IS THE BIG IDEA?
Sense Organs
Touch
See
Taste
Hear
Smell
The BRAIN
Central Nervous System
Note Taking Tool
ROCKS
SHOW HOW
THE EARTH
HAS
CHANGED
IGNIOUS
SEDIMENTARY
METAMORPHIC
WATER BIRDS
PAPYRUS
TRANSPORTATION
4 GIFTS OF THE
NILE RIVER
EGYPT
RICH MUD
Graphic Relationships
10
20
NOTE TAKING TOOLS
• Cloze notes, Graphic Webs, Flip books
Main idea
Details
Cloze Notes Activity
• There are 3 major Rocks.
• The ____________________ rocks
change over time.
• _____________rocks are layered sand
and rock.
• Rocks that come from _____________ are
called ______________rocks.
Writing Template
The important thing about _____ is that it
is _______________________.
It is ___________________________.
It is ___________________________.
But the most important thing about ______ is
that it is ______________.
Tomlinson, C. (1999). The Differentiated Classroom: Responding to the Needs of All Learners. Alexandria, VA: ASCD.
Study Guides
Some of the colonists were so angry that they wanted to
form an assembly. An assembly is a group of people who make
rules or laws. They thought as assembly would help them get
new rules.
The governor of the colony did not always agree with
these rule. Sometimes he would veto, or reject, the rules.
What is an assembly? _________________
What did the colonist think the assembly would do for
them?__________________________________
What does veto
mean?________________________________
www.picsearch.com
www.pics4learning.com
www.classroomclipart.com
Taped Books
www.talkingtapes.org $2.50 (rent) $4.50 (buy)
www.rfbd.org Recording for the Blind & Dyslexic
yearly fee
Digital Books
www.bookshare.org yearly fee
http://www.accessiblebookcollection.org
yearly fee
www.promo.net/pg/
Project Gutenberg – public
domain books
Text-to-Speech Software
www.textassist.com $50
www.readplease.com free
Auto Summarize
Helpful Sites
• http://www.help4teachers.com
Kathie Nunley’s Site for Layered Curriculum
Examples of layered units for many subject areas
• http://www.windows.ucar.edu/
Windows to the Universe
Earth and space science site, with information at 3 levels of
difficulty
• www.uwm.edu/~caberg/access
Science lessons with built in accommodations for behavior,
academics and assistive technology
• http://www.historyalive.com
Teachers’ Curriculum Institute: History Alive!
Dynamic, enticing history materials which consider various
learning styles. Low cost Activity Samplers available.
Technology
• BrainPOP www.brainpop.com
• Thinkfinity www.thinkfinity.org
•
http://teacher.scholastic.com/p
roducts/bookflixfreetrial/
BrainPOP Jr. - K-3
Educational Movies, Quizzes, Lessons,
and More!
• Provides educational movies for K-3
students. Homework Help, leveled
quizzes, games and activities for kids.
Exceptional resource for teachers and
homeschools
•
Thinkfinity
• Thousands of Free Lesson Plans and
Educational Resources for Teachers ...
• Over 55,000 Free Lesson Plans in Math
Social Studies Art Language Arts Music
Physical Education Reading Writing
Geography Science Projects Science
Lesson Plans and Thematic units.
http://teacher.scholastic.com/products/bookflixfreetrial
•
This is by scholastic - called book flix.
• It has tons of books and activities online.
Students can read and have books read to
them. Many libraries have a subscription,
so children can use it for free and access
tons of classic children's books. Check it
out!
MODELS OF SUPPORT
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PEER GUIDES
CIRCLE OF FRIENDS
YES I CAN PROGRAM
SOCIAL CIRCLES
Additional Important Information
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Social Emotional Learning
Self determination
Behavior
Person Centered Planning
Thanks and have a great day!
Inclusion is like
Lattice:
an open framework made
of interwoven strips of
metal or wood. It
provides a structure
upon which plants can
grow and thrive. It is
not a solid, rigid
structure, but rather
one that is adaptable
and able to withstand
changes in wind and
weather.