is Adaptations in Action: Supporting Students with Disabilities (Academic) 1 Created by the Inclusion Collaborative Supported by: • Janice Battaglia – Inclusion Collaborative Manager – Janice_Battaglia@SCCOE.org – 408-453-6552 • Laurie Nielsen – Inclusion Training Specialist – Laurie_Nielsen@SCCOE.org – 408-453-6554 WARMENHOVEN INSTITUTE FOR INCLUSION 2 Today’s Outcomes • Understand the definition of access • Learn the rationale for adaptations through evidence-based practice • Develop a framework to understand adaptations • Understand a variety of teaching strategies for adaptations • Learn about the Adaptations Bin Tool • Create adaptations with a variety of everyday materials 3 Access Individuals with Disabilities Education Act (IDEA) “Students with disabilities have the right to: • Have access to the general curriculum • Be involved in the general curriculum (which includes appropriate support and adaptations) • Progress in the general curriculum.” (ideas that work 2003 p. 2) • General curriculum – same curriculum as students without disabilities 5 Group activity Think-Pair-Share • What words come to mind when you think about the definition of the word access? 6 Access defined 1. The ability or right to approach, enter, exit, communicate with, or make use of: i.e. has access to classified material. http://www.thefreedictionary.com/access 2. The right to obtain or make use of or take advantage of something: i.e. as services or membership http://www.google.com/search?hl=en&defl=en&q=define:access&ei=6t6CS5L8K4TYsgPw7YHwAw &sa=X&oi=glossary_definition&ct=title&ved=0CAYQkAE 7 Access to the Curriculum • The right to obtain… – (games, activities, and materials) or • Make use of or take advantage of something – (be involved in or participate in after school activities/curriculum at own developmental level) 8 Access to the Curriculum Students can’t have … • access to the curriculum • be involved in the curriculum • or progress in the curriculum …if the activity is developmentally inappropriate-meaning that a student is asked to do something that is not at his or her developmental level. Solution: use adaptations as alternative methods for demonstrating their academic success. 9 Framework for Understanding Accommodations and Modifications Teaching strategy Tool for implementation Access to curriculum 10 Why Students Might Need Adaptations Adaptations Accommodations Modifications Adaptation – the umbrella term for changes in the IEP or 504 plan for a student with a disability. Accommodations • Changes in the way: Accommodations & modifications handout – Material is presented – Student expresses knowledge – Environment enables student to access curriculum – Tests are presented • Accommodations DO NOT fundamentally alter the curriculum or lower expectations Modifications • Changes in the content, standards and expectations • Student works on same subject but with different materials • Modifications DO fundamentally alter the curriculum or lower expectations or standards, in instructional level, content or performance criteria to meet the student’s needs. Learn Differently Students with disabilities might learn concepts differently than students without disabilities. They might need: – Direct teaching of routine skills and academic concepts – Repetition to practice skills – Skills broken down into smaller parts – Accommodations or modifications for success 15 Why use Adaptations? It is important for students with special needs to be able to participate in all classroom activities, at their own level, and as independently as possible. Sometimes their skill level does not match the requirements for an activity resulting in nonparticipation. 16 Adaptations Student’s current skill level Requirements of the Activity Adaptations function as a bridge to the student’s current skill level and the requirements of an activity. 17 Adaptations For People with and without Disabilities 18 Types of Adaptations Visual supports Assistive equipment or device Alternative communication system Functional positioning Sensory support 19 Visual Supports 20 Assistive Equipment or Device Any type of adaptive equipment or assistive device needed for positioning or manipulating objects • walkers • special utensils • switches 21 Alternate Communication System Another system of communication may be used when a person cannot use spoken language: •Picture cards •Signing or gestures •Electronic communication devices 22 Functional Positioning Allows a person the necessary stability to control his/her movements as much as possible. 23 Sensory Support • Sensory support may be needed to allow a person to focus attention and learn in the daily environment • Sensory support may include: – reducing background noise – adjusting tactile stimulation – adjusting visual stimulation Photo from: specialneedstoys.com 24 Group Activity: Stereotypical Myth: Only people with disabilities need adaptations. Think and and write down adaptations that you, a family member, and/or a friend, without disabilities, make in daily life activities using the category with the star Everyday adaptation handout 25 Share you ideas… Stereotypical Myth: Only people with disabilities need adaptations. • Everyone is different and not everyone does things the same. • Fairness is not about everyone doing the same it’s about making sure that everyone’s need gets met. 27 Teaching strategy: EESS EESS handout Tool Access Purpose of the Adaptation • Enlarge • Enhance • Simplify • Stabilize From: http://www.connectability.ca/connectability/pages/index.html 29 Adaptations Examples Following Directions Simplify Enhance 31 Adapted For Reading Enhance & Simplify 32 Adapted Writing Tools Enhance Enlarge Stabilize Simplify A C Worksheets B Materials used: A. Highlighter & ruler B. Black marker C. Black marker, ruler & highlighter Workspaces • Simplify the daily activities using a schedule • Help stabilize school supplies so they don’t slide around using shelf liner 35 Interactive Posters 36 Teaching strategies Tool for implementation: Adaptation Bin for Children (ABC) Access 37 Adaptation Bins for Children Based on the Inclusion Collaborative’s seminar Adaptations in Action: Adaptation Bins for Children (ABC) © http://www.sccoe.k12.ca.us/ programs/inclusioncollaborative/publications.as p#1 38 List of materials Enhance & enlarge • Black and yellow laminated sheets • Black marker and highlighters • Foam • Pink hair curlers • Glue gun & sticks • ruler Create own bin Stabilize & simplify • Variety of different tapes • Velcro • Pencil grips • Clipboard • Chip clips • Shelf liner • Popsicle sticks Create your own bin Choose and purchase the materials you would like to have in your bin. Stores to purchase materials: • Dollar stores • Drugstores • Arts and crafts stores bin portable storage ideas: Let’s practice: • Use the list of bin materials to answer the following questions for Parcheesi. Questions to Create Adaptations 1. How could you stabilize the dice containers & dice so that they do not roll off the table? 2. How would a student know it’s his turn? 3. How can you simplify or enhance this game for a student who is easily distracted? 42 Share you ideas… Group Activity Choose activity and discuss variety of ways to adapt the materials using the items in the bin and the EESS acronym Turn taking game Workspace/table activities Following directions Lunchbox Worksheets Personalizing • Use the materials in the bin to create adaptations for students in your room to increase access of the curriculum. • Fill out the bright idea sheet by: Bright idea sheet – Thinking about a specific child’s challenge – Write an adaptation for that student using materials in the bin & the EESS acronym – Take white copy – leave your copy 45 Cleanup • Please clean up your space and get it ready for the next seminar. • Putting items back in Ziploc bags • Placing all items back in the bin for the next group • Cleanup and organize adapted materials When A Student Is Struggling • Think of EESS – Enlarge – Enhance – Simplify – Stabilize • Think of everyday materials that can help make adaptations 47 Framework Review Teaching strategies EESS Tool for implementation: Adaptation Bin for Children Access to Curriculum 48 Comprehensive Website www.inclusioncollaborative.org • Publications and Documents on Web site • Kits for Inclusion Team Success • Inclusion Selected Bibliographies • Inclusion Support Warm Line 49 Resource Links • Adaptation Bins for children http://www.sccoe.k12.ca.us/programs/inclusioncollaborative/publications.asp#1 • Inclusion Collaborative--downloadable materials and video clips www.inclusioncollaborative.org • National Dissemination Center for Children with Disabilities-- School Age Accommodations http://nichcy.org/schoolage/accommodations • Project Participate—Gadgets and Gizmos to support inclusion for: play, writing, home, reading and communication • Questions to Ask Before Selecting Potential Adaptations http://www.teachervision.fen.com/tv/printables/0865863393_6_7.p df References Cavallaro C. & Haney M. (1999). Preschool Inclusion. Baltimore: Paul H. Brookes Publishing Co. Connectability-A Project of Community Living Toronto; http://www.connectability.ca/connectability/pages/index.html Connections Project: Learning Communities for All Children. California Institute on Human Services, Sonoma State University [Seminar]. Sonoma, CA. 2000. Downing, June; (2008) Including Students with Severe and Multiple Disabilities in Typical Classrooms Brookes Publishing; Baltimore, Maryland. Greenberg, J. and Weitzman, E. (2005). Teacher talk workbook: fostering peer interaction in early childhood settings. Toronto, Ontario: The Hanen Centre. Halvorsen, A., Tweit-Hull, D, Falvey, M., Meinders, D., and Anderson, J. (2005). Inclusive Education Starter Kit. Sacramento, CA: California Department of Education, Special Education Division. 51 References (continued) Howard, M., Kerr, C., and Tsakos, E. Learning Together – Tip Sheet Using Visuals. Retrieved Dec. 3, 2008 from http://www.connectability.ca/connectability/pages/lt_tipsheets/using_visuals.pdf I’m Ready for Kindergarten: A Parent Handbook. (2008). San Jose, CA: First 5. Retrieved Dec. 3, 2008 from http://www.first5kids.org/files/F5_Countdown_Kinder_booklet_English2.pdf Klein, M., Richardson-Gibbs A., Killpatrick, S, Harris, K. Project Support: Early Childhood Inclusion Support Training Project. Preservice Supplement. [seminar]. 3/2001. Milborne, S. A., & Campbell, P. H. (2007) CARA’s Kit: Creating adaptations for routines and activities. Philadelphia, PA: Child and Family Studies Research Programs, Thomas Jefferson University. . 52 Please Fill out Your Evaluations 53