Available online at www.sciencedirect.

com

ScienceDirect
Procedia - Social and Behavioral Sciences 116 (2014) 4894 – 4898

5th World Conference on Educational Sciences - WCES 2013

An Important Component in Successful Inclusion Practices:

Instructional Adaptations
Ahmet Fidana *, Hande Cihanb, Fidan Özbeyc
a,b,c
Sakarya University, Faculty of Education, Department of Special Education, Hendek/Sakarya, 54300, Turkey

Abstract

The purpose of this research is the identification and promotion of instructional adaptations which are applied in inclusive
settings. The descriptive literature review model was used in this research. To achieve the aims of the research, articles published
in refereed journals and books in special education and inclusion literature were scanned. Adaptations in different sources are
classified and described under the specific headings. Research findings are classified under the headings of adaptations of course
content, teaching process, teaching methods and techniques, teaching environment, measurement and evaluation of instructional
materials. These topics are explained with examples, sub-titles are included. Advanced research and practical recommendations
are also discussed.
© 2013
© 2013 The
The Authors. Published by
Authors Published by Elsevier Ltd. Open
Elsevier Ltd. accessreserved
All rights under CC BY-NC-ND license.
Selectionand
Selection and/or
peer peer-review
review under under responsibility
the responsibility of Academic
of Prof. World Education and Research Center.
Dr. Servet Bayram
Keywords: instructional adaptations, inclusive settings, inclusive classroom, mainstreaming

1. Introduction

Special education is offered to individuals with special needs, those with outstanding features. Moreover, this
education provides the capacity to increase to the highest level in accordance with these outstanding properties,
prevents failure of transforming disabilities to obstacles, helps disabled individuals meet the specific requirements
and equips these people with skills training which will support them to be independent and productive individuals
(Ataman, 2012; Turnbull, Turnbull & Wehmeyer, 2007).

One of the main goals of special education is that students in need of special education must continue their
education process in an environment which restricts them in a minimum way. In this sense, considering special
education, giving the best education based on needs of students is provided by inclusion practices which is the way
of placing individuals with special needs in regular classes on condition that meeting appropriate conditions for
them (Bryant, Smith & Bryant, 2008). Inclusion is the education that students’ with special needs have education in
full-or part-time classes and have special supportive educational programs depending on their cognitive, behavioral,
social-sensory, physical, sensory disabilities or superiorities (Bryant, Smith & Bryant, 2008; Kırcaali-Iftar, 1992;
Salend, 2008). There are laws of significant points about inclusion and special education in many countries. Within

* Corresponding author: Ahmet Fidan Tel.: +90(264) 614 10 33-181

E-mail address: afidan@sakarya.edu.tr

1877-0428 © 2013 The Authors. Published by Elsevier Ltd. Open access under CC BY-NC-ND license.
Selection and/or peer-review under responsibility of Academic World Education and Research Center.
doi:10.1016/j.sbspro.2014.01.1045
 Ahmet Fidan et al. / Procedia - Social and Behavioral Sciences 116 (2014) 4894 – 4898 4895

this legislation, learning processes of individuals with special educational needs, supportive education services,
school types and school environments are included in detail.

According to the application of special education, newer inclusion practices can succeed with enabling adequate and
appropriate special education and general education services for the individuals with special needs. In the process of
provision of these services there are many components (Kırcaali-Iftar & Batu, 2005). These components are (a)
teachers, (b) family, (c) school staff, (d) inclusive students, (e) other students, (f) supportive special education
services and (g) instructional adaptations.

Adaptation is planned and intentional changes of educational components. There are some adaptations to be made in
the teaching process of inclusion applications (Sucuoglu & Kargın, 2006). One of these is instructional versions.
Applying appropriate instructional adaptations for students can occur with the teacher’s evaluating students’
strengths, needs and learning characteristics and so planning in the light of these evaluation results. This process can
also be renamed as "preparation and application of individual adaptation plan" (Kırcaali-Iftar & Batu, 2005).

Instructional planning is a complex and interactive process which requires constantly thinking and making quick
decisions. Due to this fact, understanding that all students in integrated classes can learn together and consequently
providing different learning options are the prerequisite for education (Sands, Kozleski, & French, 2000; Wood,
2007).

Instructional adaptations are defined as some planned and intentional changes which aim all students’ learning
differently from general plan, depending on their capabilities (Smith, Polloway, Patton & Dowdy, 2004; Wood,
2007).

As can be seen, for a successful inclusion, there should be some additional regulations different from general
education and special education. Therefore, these additional regulations need to be known and applied by all
persons, particularly by teachers in the general education. Teachers who are included in inclusion, finding out more
about instructional adaptations and implementation of inclusive practices is of great importance. Although there is
enough about inclusion and special education in related sources, there is not sufficient information about the subject
of instructional adaptations in general education resources. Therefore, this study aims to be portrayal of instructional
adaptations which is an important component for successful inclusion implementation.

2. Method

In this study, descriptive literature review method based on scanning information on research topics and sub-topics,
and the study results was used. Sources related with special education and inclusion (books and articles published in
refereed journals) were reviewed. In addition, in this process bibliographies of resources were scanned, and
additional resources were found as well. The information obtained are collected under certain sections, briefly
explained and supported by examples.

3. Findings

In this section, under the theme of instructional adaptations, information about adaptation types is given.
Instructional adaptations based on information obtained from sources scanned are grouped under the following
headings: (a) Adaptations of the course content, (b) Adaptations in the teaching process, (c) Adaptations of teaching
methods and techniques, (d) Adaptations of the learning environment, (e) Adaptations of the instructional materials
and (f) Adaptations made in measurement and evaluation.
4896 Ahmet Fidan et al. / Procedia - Social and Behavioral Sciences 116 (2014) 4894 – 4898

3.1. Adaptations of the course content

The content which is taught in general education is determined with a curriculum program. The course content of
inclusive students must be individualized according to the needs of the students and must be made available in a
systematic way (Eylon & Linn, 1998; Güzel-Özmen, 2003).

Adaptations of the content are the organization function, level and scope of the context which will be taught
according to the students’ needs. Goals of these adaptations should also be established similar to other students, and
should be appropriate. In addition, these purposes should be determined in accordance with the necessary
prerequisite skills, if necessary, additional student teaching purposes should be determined (Kırcaali-İftar & Batu,
2005; McNary, Glasgow & Hicks, 2005; Sucuoğlu, 2006).

3. 2. Adaptations in the teaching process

Teachers provide a major contribution to the student with the offer of adjustments for differences in course content.
For this reason, in general education classes, different teaching ways (focus, interaction change, pause and use
different senses, etc) should be adopted with integration based approach to present content. Contrary to traditional
teaching, differentiation of the teaching process within integration approach provides a more effective and efficient
learning concept (Searcy & Maroney, 1996; Wood, 2007). This differentiation can be applied to all students or only
to the inclusive student.

Adaptations in the teaching process can be listed as preparing students to learning, making changes to the
instructions given during training (to use oral or written instructions), using various assistance and tips, using visual
elements such as symbols, charts, diagrams, graphs and images, providing the student opportunities to learn,
changing speed of education, using a more open and fluid expression, duplicating samples, summarizing, identifying
different strategies to make the student correct errors, teaching again for common errors, and using the appropriate
reinforcement processes (GÜzel-Özmen, 2003; Sucuoğlu, 2006; Wood, 2007).

3. 3. Adaptations of teaching methods and techniques

Due to the fact that each student is different, teachers are in need of using different instructional methods and
techniques and the adaptation of these techniques (Gregory & Chapman, 2002). Activities prepared by the teacher
must be based on the child's managing his creativity and must be directed to his independence within the activity in
accordance with knowledge of teacher (Bender, 2008; Wood, 2007).

Guzel-Ozmen (2003) grouped teaching methods used in the inclusive environments as teacher-centered and student-
centered teaching methods. Direct teaching method, especially applied behavior analysis techniques, peer-mediated
instruction, accurate teaching methods, cooperative learning, group discussions, contextual learning, self-
management strategies, computer-assisted education are listed as the other teaching techniques (Güzel-Özmen,
2003, Sucuoğlu 2006; Wood, 2007).

3. 4. Adaptations of the learning environment

Adaptation of the learning environment is an essential step for the effectiveness of learning. There are two types of
environment adaptation for students with special needs. The first of these versions allows the participation of the
student's in the learning environment. These are adaptations of educational environment; the other is the adaptations
of the physical environment (Wood, 2002).
 Ahmet Fidan et al. / Procedia - Social and Behavioral Sciences 116 (2014) 4894 – 4898 4897

To arrange educational environment, teachers can make presentations to the whole class according to students'
learning styles, create small groups, make them work as pairs, and if necessary, make one-to-one education
(Mortweet, Utley, Walker et al., 1999; Vaughn, Bos, and Schumm, 2000).

Physical environment adaptations of the classroom must be arranged in a secure way so that the student can move
freely. Temperature, amount of light, cleanliness, noise level, size of the class, seating arrangement and students’
accessibility to learning materials are physical properties that directly affect learning (Choate, 2000; Güzel-Özmen,
2003; Lewis & Doorlag, 1999; Smith, Molnar & Zahorik ,2003; Sucuoğlu & Kargın, 2006).

3.5. Adaptations of the instructional materials

Adaptations of the material which is an important element of instructional adaptations made in order to facilitate and
support learning of student should be –considering the features of students- cheap, secure, robust, portable, practical,
and easy to scatter and collect (Maroney, Finson, Beaver, & Jensen, 2003). Textbooks, teacher-made tools and
models (worksheets, graphic organizers, picture cards, etc.) are commonly used materials in educational settings. In
addition, various teaching materials like computer software and hardware, optical and non-optical tools, electronic
tools, flash cards, television, video, tape player, radio and recording devices are technical products which are
developed or adapted for individuals who are affected by the deficiency (Altunay-Arslantekin, 2012; Hammeken,
2000; Wood, 2007). While choosing and using these materials which are considered as effective inclusion practices,
teacher should decide with respect to characteristics of the inclusive student different from other students.

3.6. Adaptations made in measurement and evaluation

It is not sufficient that instructional adaptations are just involved in the teaching process. For a valid and reliable
measurement of student outcomes, measurement and evaluation should be made based on the adaptations of the
progress of each individual (Alexandrin, 2003; Wood, 2007). Adaptations to be made in this process can be listed as
selecting and creating appropriate measurement and evaluation system for students (such as multiple choice, gap
filling and true-false, taking advantage of open-ended questions, open tests, open-book tests, large print texts, using
sample or template/model), adapting success criteria, and examination time (extending the amount of time or taking
a break during the evaluation, etc.), adapting test environment (exam location, seating arrangement, or keeping
objects which distract attention away, etc.), changing the type of instruction and the type of the expected response,
arranging evaluation as small groups or individual basis, informal assessment, authentic assessment, and using
anecdotal records, using account papers or story forms for evaluation, evaluating students in multiple sessions,
continuing evaluation for days, evaluating with oral assessment or embedded assessment in the form of activities.
Each measurement results in a grading situation and it may be mentioned of ten evaluation methods. These include:
the traditional system (Letter grades or percentages), the system of passing or failing, evaluation based on IEP,
criteria or qualification level system, multi-system, shared system, scoring system, the student’s self-comparison, the
contract system, portfolio assessment, rubric (Jayanthi, Epstein, Polloway & Bursuck , 2000; Wood, 2007).

4. Discussion and Suggestions for Future Research & Practice

In this study, instructional adaptations which are significant components of successful inclusion practices were
examined. The results demonstrate that instructional adaptations have subtitles which can be done during the process
beginning from planning education to the evaluation. Future research should examine each of these subtitles in a
4898 Ahmet Fidan et al. / Procedia - Social and Behavioral Sciences 116 (2014) 4894 – 4898

separate study that allows researchers to explore the effectiveness of each one in enhancing inclusion for students
with disabilities.

In addition, the vast majority of instructional adaptations can be planned and applied by the teacher. Since the role
of general education teachers has great importance, they are expected to have the necessary knowledge and skill
about instructional adaptations. Future research should do experimental research to determine the effects of these
instructional adaptations. Additional research can also be done to determine the views of teachers and students.

References

Alexandrin, J. R. (2003). Using continuous, constructive classroom evaluations. Teaching Exceptional Children, 36(1), 52–58.
Altunay-Arslantekin, B. (2012). Engel Türüne Göre Materyal Uyarlama, Hazırlama ve Kulanımı. (Ed. A. Ataman). Temel Eğitim Öğretmenleri
İçin Kaynaştırma Uygulamaları ve Özel Eğitim. Ankara: Vize Yayıncılık.
Ataman, A. (2012). Özel Eğitime Muhtaç Olmanın Nedenleri, Anlamı ve Amaçları. (Ed. A. Ataman). Temel Eğitim Öğretmenleri İçin
Kaynaştırma Uygulamaları ve Özel Eğitim. Ankara: Vize Yayıncılık.
Bender, W. N. (2008). Differentiating instruction of students with learning disasabilities. California: Corwin Press.
Bryant, D. P., Smith, D. D. and Bryant, B. R. (2008). Teaching students with special needs in inclusive classrooms. New York, NY: Pearson
Education, Inc.
Choate, J. S (2000). Successfull Inclusive Teacheing: Proven ways to detect and correct special needs. Boston: Allyn and Bacon Publishing.
Eylon, B., Linn, M. (1998). Learning and instruction: An examination of four research perspectives in science education. Review of Educational
Research, 58, 251–301.
Gregory, G. H. & Chapman, C. (2002). Differentiated instructional strategies. California: Corwin Press.
Güzel-Özmen, R. (2003). Kaynaştırma Ortamlarında Öğretimsel Uyarlamalar. (Ed. A. Ataman). Özel Gereksinimli Çocuklar ve Özel Eğitime
Giriş. Ankara: Gündüz Eğitim ve Yayıncılık.
Hammeken, P.A. (2000). Inclusion: 450 strategies for success. California: Corwin Press.
Jayanthi, M., Epstein, M.H., Polloway, E.A. & Bursuck, W.D. (1996). A national survey of general education teachres’ perceptions of testing
adaptation. The Journal of Special Education, 30(1), 99-115.
Kırcaali-İftar, G ve Batu, S. (2005). Kaynaştırma. Ankara: Kök Yayıncılık.
Kırcaali-İftar, G. (1992). Özel eğitimde kaynaştırma. Eğitim ve Bilim, 16 (86), 45-50.
Lewis, R. B., & Doorlag, H. D. (1999). Teaching special students in general education classrooms. New Jersey, Prentice Hall.
Maroney, S. A., Finson, K. D., Beaver, J . B., & Jensen, M. M. (2003). Preparing for succesful inquiry in inclusive science classrooms. Teaching
Exceptional Children, 36(1), 18-25.
McNary, S,J., Glasgow, N.A., Hicks, D.C. (2005). ‘‘Organizing lesson plans for an effectivelearning environment, What successful teachers do
ınclusive classrooms. research-based teaching strategies that help special learners succeed California: Corwin Press A Sage Publications
Company. (27–45).
Mortweet, S. W., Utley, C. A., Walker, D., Dawson, H. L., Delquardri, J. C., Reddy, S. S.et al. (1999). Classwide peer tutoring: Teaching
students with mild mental retardation in inclusive classrooms. Exceptional Children, 65(4), 524-536.
Salend, S. J. (2008). Creating inclusive classrooms: Effective and reflective practices. Upper Saddle River, NJ: Pearson Prentice Hall.
Sands J. , Kozleski, B. French N. (2000). Inclusive Education for the 21th Century : A New Introduction to Special Education. Australia :
Wadsworth/Thomson Learning
Searcy, S., Maroney, S. A. (1996). Lesson planning practice of special education teachers. Exceptionality 6(3), 171-187.
Smith, T.E.C, Polloway, E.A., Patton, J.R & Dowdy, C.A. (2004). Teaching students with special needs in inclusive settings. Boston: Allyn and
Bacon Publishing.
Smith, P., Molnar, A., & Zahorik, J. (2003). Class-size reduction: A fresh look at the data, Educational Leadership (Vol. 61, pp. 72-74):
Association for Supervision & Curriculum Development.
Sucuoğlu, B. (2006). Etkili Kaynaştırma Uygulamaları. Ankara: Ekinoks Yayıncılık.
Sucuoğlu, B., Kargın, T. (2006). İlköğretimde kaynaştırma uygulamaları: yaklaşımlar, yöntemler, teknikler. İstanbul: Morpa Kültür Yayınları.
Turnbull, A.P., Turnbull, H.R & Wehmeyer, M.L. (2007). Exceptional lives: Special education in today’s education (5th ed.). Upper Saddle
River, NJ: Merrill/Prentice Hall.
Vaughn, S., Bos., C. S. , Schumm, J. S.(2000). Teaching students who are exceptional, diverse, and at risk in the general education classroom.
(4th Edition). Boston: Allyn and Bacon Publishing.
Wood, W. (2002). Adapting instruction to accomodate students in inclusive settings. (4th Edition) New Jersey: Prentice Hall.
Wood, W. (2007). Teaching students in inclusive settings: Adapting and accommodating insruction. (5th Edition). New Jersey: Prentice Hall.