[TOOLS FOR TEACHERS |15 Curriculum Lem ce aCe PO ‘There is no recipe for adapting general education curriculum to meet each student's needs. Each teacher, each student, each classroom is unique and adaptations are specific to cach situation. Keep in mind that curriculum does not always need to be modified. By providing multi-level instruction you will find that adapting a lesson may not always be necessary. Differentiating instruction and providing multiple ways assess allows more flexibility for students to meet the standards and requirements of the class. At other times, the curriculum can be made more accessible through accommodations. In addition, supports for one student may not necessarily be the same in all situations, e.g.. a student who needs full time support from a paraprofessional for ‘math may only need natural supports from peers for English, and no support for art. And, supports should not be determined by the disability label, instead supports should be used when the instructional or social activity warrants the need for assistance. (Fisher and Frey, 2001). ‘The forms and examples on the following pages provide information about curriculum and types of adaptations that could be considered in developing the appropriate strategy for a particular student. Examples are provided for both elementary and secondary levels.16 [TOOLS FOR TEACHERS [| Curriculum Modifications & Adaptations A Curricular Adaptation and Decision-making Process This decision-making flowchart can be used to conceptualize the proces of selecting and implementing curricular adaptations. It should be used as a tool for a team in determing an individual student’s needs. Identify the student's individual educational goals and objectives to be emphasized during general education activities + Articulate the expectations for the student's performance in general education activities t Determine what to teach As a team, determine the content of the general education activity, theme or unit study + Determine how to teach As a team, determine if, without modification, the student can actively participate and achieve the same essential outcomes as non-disabled classmates, If the student cannot achieve the same outcomes, + Select of design appropriate adaptations + Select Select | Employ Select Engineer the Design] Select natural Aruetional | lesson | student-specific} curricular | physical and modified } supports and arrangement | format | teaching goals social classroom | materials | supervision strategies specific to | environment arrangements the lesson + If the above adaptation strategies are not effective, design an alternative activity + Evaluate effectiveness of adaptationsCurriculum Modifications & Adaptations [TOOLS FOR TEACHERS |17 A Curricular Adaptation and Decision-making Model Examine the Structure of the Instruction 1. Can the student actively participate in the lesson without modification? Will the same essential outcome he achieved? 2. Can the student's participation he increased by changing the instructional ‘arrangement? From traditional arrangements to: * Cooperative groups * Small groups * Peer partners + Peer or cross-age tutors 3. Can the student's participation be increased by changing the lesson format? + Interdisciplinary/thematic units + Activity-based lessons, games, simulations, role-plays * Group investigation or discovery learning + Experiential lessons + Community-referenced lessons 4, Can the Student's participation and understanding be increased by changing the delivery of instruction or teaching style? Examine the Demands and Evaluation Criteria of the Task 5. Will the student need adapted curricular goals? + Adjust performance standards Adjust pacing * Same content but less complex + Similar content with functional/direct applications Adjust the evaluation criteria or system (grading) * Adjust management techniques Examine the Learning Environment 6, Can the changes he made in the classroom environment or lesson location that will facilitate participation? + Environmental/physical arrangements1B [TOOLS FOR TEACHERS | Curriculum Modifications & Adaptations + Social rules + Lesson location Examine the Materials for Learning 7. Will different materials be needed to ensure participation? + Same content but variation in size, number, format + Additional or different materialsédevices, + Materials that allow a different mode of input + Materials that allow a different mode of output + Materials that reduce the level of abstraction of information Examine the Support Structure 8. Will personal assistance be needed to ensure participation? + From peers or the general education instructor? + From the support facilitator’? + From therapists"? + From paraprofessionals? + From others? Arrange Alternative Acti‘ 's that Foster Participation and Interaction 9. Will a different activity need to be designed and offered for the student and a small group of peers + In the classroom + In other general education environments + In community-based environments From, Udvari-Solner, A. (1994). Curriculum Adaptations ProjectCurriculum Modifications & Adaptations [TOOLS FOR TEACHERS |19 Curriculum Adaptations It is important to correlate adaptations with the IEP. In other words, we are not adapting for Japtations sake but, to meet the student’s needs as identified on an IEP. a. Curriculum as is. This is the type we forget most frequently. We need to constantly Move in be looking at the general education curriculum and asking if the students on IEPs may thi gain benefit from participating in the curriculum as is. We need to keep in mind that direction incidental learning does occur. Curriculum as is supports outcomes as identified in only when standard curriculum, necessary b. Different objective within the same activity and curriculum. The student with an TEP works with all the other students in the classroom participating in the activity when possible but, with a different learning objective from the other students. This is where the principle of partial participation fits. Examples include. + A student with a short attention span staying on task for 5 minutes. + Using a switch to actis ate a communication device to share during a class discussion. + Expressing one’s thoughts by drawing in a journal instead of writing. + Holding a book during reading time. * Understanding the effect World War II has on the present rather than knowing the names and dates of key battles. ¢. Material or environmental adaptations. The material or environmental changes are utilized so that participation in the general education curriculum by the student with the IEP may occur. Examples include: +5 spelling words from the weekly list instead of the standard 20, + Completing a cooking assignment by following picture directions rather than written directions * Changing the grouping of the class from large group to small groups (possible with the additional support staf?) * Changing the instructional delivery from lecture to the cooperative learning format * Using a computer to write an assignment instead of paper and pencil + Reading a test to a student. + Highlighting the important concepts in a textbook. + Having the student listen to a taped textbook. * Using enlarged print * Using an assistive technology device * Using visual cues such as picture and/or word schedules for those who have difficulty staying on task. + Using a note taking guide listing the key concepts during a lecture.20|/TOOLS FOR TEACHERS | Curriculum Modifications & Adaptations d. Providing Physical assistance. Assistance from another person may be needed for a Move in student to participate in a classroom activity. If possible, it is better to use natural supports| (peers) as these will be the people always present in the student’ life. If the use of peers is not possible, then either the support teadcher, the pa onal, the classroom teacher, the classroom aide, or a parent volunteer may provide the assistance. Most peers and staff | pecessary will need training in the correct way of providing physical assistance. In addition, we need to keep in mind the principle of partial participations, Examples include: role: Starting a computer for an student with an IEP to use. + Guiding a hand during handwriting + Assisting in activating a switch. + Completing most of the steps of an activity and having a student with an IEP do the remainder * Pushing a student in a wheelchair to the next activity. e. Alternative/substitue curriculum. This is sometimes referred to as functional curriculum as it usually involves the acpuisition of “life skills.” The decision to use alternative/substitute| curriculum is a major change and needs to be reflected on the IEP. This decision should be carefully made after weighing all of the pros and cons of using an alternative curriculum. The| alternative curriculum may or may not take place in the general education classroom. Examples include: + Community-based instruction (which all students may benefit from!) * Learning job skills in the school cafeteria. * Learning how to use a communication device. * Doing laundry for the athletic department + Learning cooking/grooming skills at the home. Overlap does occur among the five types of curriculum adaptations, MeFee, K. & Torrey, Z. (1992-1995). ABCs of inclusion. A VI-B project awarded to HPEC by the Kansas State Board of Education.Curriculum Modifications & Adaputions |TOOLS FOR TEACHERS |21 Nine Types of Adaptions Input Output e Adapt the way instruction is Adapt how the learner can Adapt the time allotted and delivered to the leaner. respond to instruction allowed for learning, task completion or testing For example: For example: Use different visual aids; plan Allow a verbal vs. written For example: more concrete examples: response; use acommunication | | Individualize a timeline for provide hands-on activities: book for students; allow completing a task: pace place students in cooperative students to show knowledge learning differently (increase or groups. with hands-on materials. decrease) for some learners. Difficulty Level of Support Size Adapt the skill level, problem Increase the amount of personal | } Adapt the number of items that type, or the rules on how the assistance with specific learner the leamer is expected to learn learner may approach the work. or compete. For example: For example: Assign peer buddies, teaching For example. Allow a calculator for math assistants, peer tutors or cross- Reduce the number of social problems; simplify task direc- age tutors. studies terms a learner must tions; change rules to accom- earn at any one time. modate learner needs, Degree of Participation Alternate Goals Substitute Curriculum ‘Adapt the extent to which a Adapt the goals or outcome Provide the different instruction learner is actively involved in expectations while using the and materials to meet a the task. same materials Jearner’s individual goals. For example: For example: For example: In geography, have a student In social studies, expect one Individualize a timeline for hold the globe, while others student to be able to locate just completing a task; pace learning point out the locations. the states while others learn to differently (increase or locate capitals as well decrease) for some learners. From: Ebeling, D.G. , Ed.D., Deschenes, C., M-Ed., & Sprague, J, Ph.D. (1994). Adapting curriculum and instruction The Center for School and Community Integration, Institute for the Study of Developmental Disabilities,221TOOLS FOR TEACHERS | Curriculum Modifications & Adaptations Adaptations ADAPTATIONS. Trstructional Ecological ‘Curricular Adapt how iis taught |Adapt tho cating Adapt what ic ‘and how learnign is \whoee, whan and taught demonstrated wih Whom Supplementary] | Simplified ] [Alternative | [instructional Student When Where Who Radscial | |changotovalat| foschtncional] | stimulus or | | rosponso or | ladaptiheplace| | Adaattne | | Adaptsatng communicaton, | | ~ eeu or sillepi Input ‘output sehedle oun jsut oorcecssing| | inckxiefowor | | onbeddoa iictyfamoun | |oiiutyarnoure| skilsiogenoral | | —objcives socal Modality Mody ‘urigulan Jeomminicaton} —|Fomavmateiate| —|Fommaumatoal farsmotor eis Stages of Adaptations Siage? Siage General Adaptations ‘Specific Adaptations Blueprints or formats for Timesimited adaptations fora adapting predictable acivities | [particular lesson, actwity or unit ‘and outings From: Janney, Ry PhD. and Snell, M., Ph.D. (2000) Modifying Schoolwork: Baltimore, MD; Paul H, Brooks Publishing CompanyCurriculum Modifications & Adaprations |TOOLS FOR TEACHERS 123 Creating Ways to Adapt Familiar Lessons - Elementary 1. Select the subject area (and grade level) to be taught reading math science Grade Level 3. Briefly identify the curricular goal for most learners: Briefly identify the instructional plan for most lk social studies 2. Select the lesson topic to be taught (on one day): wners: As teacher, I will health = PLE, art By the end of this class, most students will know 5. Identify the name(s) of the leamer(s) who will need adaptations in the curriculum or instructional plan: 6. Now use “Nine Types of Adaptations” as a means of thinking about some of the ways you could adapt what or how you teach to accommodate this leamer in the classroom for this lesson, Input Output Time Level of Support Degree of Participation Alternate Goal Substitute Curriculum Cenmer jor School & Community lnegration, Insitute jor the Study of Developmental Disabilies, liana University, Bloomington, IN24/TOOLS FOR TEACHERS | Curriculum Modifications & Adaptations SAMPLE FORM Creating Ways to Adapt Familiar Lessons - Elementary 1. Select the subject area (and grade level) to be taught: math Grade Level science social studies writing music health PE. art Select the lesson topic to be taught (on one day): Vocabul ary comprehension 3. Briefly identify the curricular goal for most learners: By the end of this class, most students will know oot he. Meani.ng...06. 8M. M06 ADI AT. seo 2 4, Briefly identity the insrvetional plan for mos earners: As teacher Lwill ask students to complet e AMOLKS..£ om. t hein SLO... a matching activity in which they match words and definitions on paper. The students will word on the bottom of their paper. 5. Identify the name(s) of the learner(s) who will need adaptations in the curriculum or instructional plan: Kim 6. Now us: “Nine Types of Adaptations” or how you teach to accommodate this learner in the cl also choose one word and write a sentence using the 1s a means of thinking about some of the ways you could adapt what lassroom for this lesson. Input ace students in Output Allow the student to Time Ask the student to definitions ooperative groups and record all or part of the [complete the assignment at vide the task between assignment on tape home and return it the roup members, Each member next day eaches their vocabulary fork to team members. Difficulty Level of Support ize elect different Ask a classmate, peer Select fewer (or more) ocabulary words for the tutor or teaching words for the student to tudent to learn; words assistant to assist in learn, but leave the as hat are less difficult or | completing the assignment. |signment the same as for n some cases more other students fficult Degree of Participation Alternate Goal Substitute Curriculum Ask the student to check |Set the goal as being to |Choose a different story assmates’ definitions write the words only, or for the student to read gainst as answer key. being able to pronounce and identify one or the words, or just several words the learner listening to the words and [needs to know Cemer jor School & Community Inegration, Insitute jor the Study of Developmental Disabilities, ulna University, Bloomington, INCurriculum Modifications & Adaptations [TOOLS FOR TEACHERS 125 Creating Ways to Adapt Familiar Lessons - Secondary 1. Select the subject area (and grade level) to be taught: math science history literature business. PEL fine arts health Grade Level: . . Select the lesson topic to be taught (on one day): . Briefly identify the curricular goal for most leamers: By the end of this class, most students will know 4. Briefly identify the instructional plan for most leamers: As teacher, I will... 5. Identify the name(s) of the leamer(s) who will need adaptations in the curriculum or instructional plan: 6. Now use “Nine Types of Adaptations” as a means of thinking about some of the ways you could adapt what ‘or how you teach to accommodate this learner in the classroom for this lesson. Tnput Output Time Level of Support Degree of Participation Alternate Goal Substitute Curriculum Cenmer jor School & Community lnegration, Insitute jor the Study of Developmental Disabilies, liana University, Bloomington, IN26/TOOLS FOR TEACHERS | Curriculum Modifications & Adaptations SAMPLE FORM Creating Ways to Adapt Familiar Lessons - Secondary 1. Select the subject area (and grade level) to be taught: math z Grade Level: 10. history literature business PEL fine arts health 2, Select the lesson topic to be taught (on one day): Concept comprehension 3. Briefly identify the curricular goal for most learners: By the end of this class, be able to define and explain the relevance of five concepts dents will fromtheir text chapter. most 4. Briefly identify the instructional plan for most learners: As teacher, Iwill ask the students t read the chapter, describing each concept identify five key concepts and write a short they have chosen. stu 0 paragraph 5. Identify the name(s) of the learner(s) who will need adaptations in the curriculum or instructional plan: Jonn 6. Now use “Nine Types of Adaptations” as a means of thinking about some of the ways you could adapt what or how you teach to accommodate this learner in the classroom for this lesson, Input Provide a review of the chapter prior to having the student complete the Output Allow the student to use a tape recorder to dic: tate the assignment Time Allow the student an extra day to complet the task either in e for classmates ust listening to the words and descriptions written work nstead of having to study hall or at home write the answers fficulty Level of Support Size Identify the key concepts | Place the students in Select fewer or more for the student but keep | cooperative groups to concepts for the stu the remainder of the complete this assignment. | dent to learn, out asssignment the same. Group members can assist | leave the assignment the student with reading | the same as for other or writing students Degree of Participation ‘Alternate Goal Substitute Curriculum Ask the student to pick Set the goal as being to | During this lesson the out related books fromthe] write the key concept student can work on library that will provide | words only, or being able | keyboarding skills in the supplementary information | to pronounce the words, or] computer lab Cenmer jor School & Community lnegration, Insitute jor the Study of Developmental Disabilies, liana University, Bloomington, INCurriculum Modifications & Adaprations |TOOLS FOR TEACHERS l27 (Elementary) Thematic Lesson Plan Sed Nar = rs Student Name: Room: Age: Grade: Porant/Gverdion: Phone: Classroom Teacher: Inclusion Support Teacher. Major svordordh ab yond epost fr the wah Instructional errongam ‘sowe groep leoring Dea itehange dey 10 doy? Exp [fame requiring cceanmodatons andar madtcav “Projects supplanertal ectviten ond hamavwerk “Basaran ond final produchs Summaries orto Phdent parr Cartoch anamples es appre rane requring scesmmesonens and/or mei fzenans wan the reverse ’ PEAK Parent Center, Inc. 199928]TOOLS FOR TEACHERS | Curriculum Modifications & Adaptations SAMPLE FORM Thematic Lesson Plan More Alite Than Different Nave Un Ly Vin clenrmeauny — Seis Shade! Mame: 2704 Santon | Grode: 2 PorartIGuarden WS. Pita Santos Cleareom Tondhar, 0. Stn Conte Inchsion SupportTeacher: Hs. Tangela. Hsnter Room 21 Phone: #955982 7 1. Unertans uy parcnal ana ee neponstaliey are mportant 2 haces ae anaes Goes co omen OF aces ste aa 1 Display appreciatOn OF Sueriy m cur sey, cling cltwel, gore, an ley dart obactve ond eipctatons Tor Theat TMatecol bela media erkabata flr ofa 1 chiens Gases en topic 3. Faasily interview questions 1 kaage Gyoup For read ales 2. Interactive leone ining varies mia 3. Cooperative 4. Seal gap Dit terene 3. Hemedirt = Family intervie! ). Completion OF ereup ectivities L. Rabie For Hperstuic Pretestation 3. Family iacvien! Slides ane Ovednea ds Ticcanee acting Pree Spiele PRES PSMA alia Cts cra tome — 2. Heperstusio group project: Ave Ile More Alike Tha 1. Some tacks on tape 2. “Chocolates” posterior (Rett for a Dern Chasm) |b. diehiated portertacars 3 Catlr qietions - dee On atic rape 2. mei 5 mace 3. Trashaacor essncnnce Uh 1 Glaelgbe! posenrecars Of tes pOmts nk wht nore cx sence instructional level 11. Warde word tank or aqasine 1, Pots On Ute OF language Lo veakty adie PEAK Parent Center. Inc. 1999)Curriculum Modifications & Adaptations [TOOLS FOR TEACHERS [29 SAMPLE FORM. Thematic Lesson Plan ‘Shadont Name: Covey Senter Age 8 Grade: 1 Parant/Guardion: vi, Anita Seustos Phone: SS5-5432 Classroom Teacher: rv. Seon Govrett Inchaion Support Teccher ns, Taanela. Hate Taj wielards iectves oa epectarors fr twit 2. Determine the min idem im mOMprine compadaication, +f Recompite Personal preferences in ltevaswe. ) Taerease comprehension by rereading, retelling, and diseision. 3 rive, question, and wake Omermaticns alattt Familiar t0pics, $t0vies, and wet! expovinnces “Moterizh bocks media werlahests wfrwora ate. 1. Dr. Suess Woeks: L. Formpcted reflective Curnal: 3. Summary sheet tO be cempleted on etich book, 4. Family vespense journal (howe More); 5. video versions OF Dy. Suess lacks: G, Computer ~ Ihatructiaral arrangement D, barge eyoup For Ce dhave: 2 00.3 aloud, 3. Readrriee-pair-share: 4 Tadivicual jeuraal uriting: 5. Yarener vesearcle in aia center: 6. Concept Wes oF themer; 7. Suall cup editing Projects sipplementol acta and hammer | Read 2 backs parent and child wite ia response Jounal Chowesiovk), 2, Choose 4 books Crow line (One natst toe o Video), analyte Fr etareetn theme: 3, Anaiyae Far a kin dercpirener, then read aloud %0 bina or her Clasinilorks pronyan, 7. 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Use pictures 0 support self arnestenent PEAK Parent Center, Inc. 199930/TOOLS FOR TEACHERS | SAMPLE FORM (Secondary) Curriculum Modifications & Adaptations | PorenttGuordon Phone Academic Unit Lesson Plan (Glass Schedule: ar standard objectives and expactatiann For th at m Bows chong dy todo? a ape hatin for barge gro ol ioe aoa applet octet ood enerh Te PEAK Parent Center, lac. 1999Curriculum Modifications & Adaptations |TOOLS FOR TEACHERS [31 (Example for studant Kallay Gloss) Academic Unit Lesson Plan Sed ne a Ceatral | Biology The Cell “Shodan Nama Calley Glass Class Schade Age 15 e ‘Block ps Grode Bod a Porent/Cuerdion is. Rebecca, Clase Phone SSS-I212 Bock ie Advecets Tecchar We, Davia Porter Hoek sb Classroom Teacher: Ws. Sunwita. FOuehe we [Fajr standards ebjectves ond mxpactohons for the wn 2. 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