Chapter Curriculum Modifications Accurriculum modification is a change to the ongoing classroom activity or mate rials in order to facilitate or maximize a child's participation in planned activities and routines. The underlying notion is that increased participation as well as play- fal interactions with toys and peers will enable the child to take advantage of these opportunities and consequently develop and learn, Curriculum modifications should be thought of as easy-to-implement inter- ventions that require thought and planning but not additional resources. In fact, many teachers regularly make curriculum modifications without identifying them as such, With careful planning, modifications and adaptations can be important tools in helping children make meaningful progress, Drew was having a hard time settling down in one spot at the beginning of large-group activities, The children in Drew's classroom all sit on carpet squares during large-group activities. Drew's teacher modified this for Drew by putting his name on his square so that he could be directed to sit ata particular spot in the group. ‘Samisha sometimes seems distracted by the effort of keeping her balance while sitting in a chair. Samisha has a large block placed under her feet, which helps her maintain her balance so that she can more easily participate in the ongoing activity 5556 Teaching Svategios WHEN SHOULD CURRICULUM MODIFICATIONS BE USED? A modification to the curriculum is most effective when your observations tell you that the child is interested in the ongoing activities but is not able to fully partici- pate, One child may watch the other children and may try to participate without success. Another child may not stay with the activity long enough to take full advan- tage. Still another child may “tell” you he or she is having trouble with the activity by becoming frustrated, while another child may signal that he or she needs help by becoming withdrawn. TYPES OF CURRICULUM MODIFICATIONS ‘Table 5.1 lists eight types of curriculum modifications. The following pages provide numerous examples of each type of modification. ‘Teachers and therapists who work in inclusive early childhood classrooms have suggested the examples of modifications and adaptations. You may be able to think of others that would also work in your classroom. These modifications are organized in two ways, First, they are organized by type. Second, additional modifications are Table5.1._ Types of curriculum modifications Modification type Defition Strategies Environmental support Moterials adaptation Activity simplification Child preferences Special equipment Adult support Peer support Invisible support ‘Altering the physical, social, and temporal ‘environment to promote participation, ‘engagement, and learning Moaifying materials so that the child can Participate as independently as possible Simplifying a complicated task by breaking it ino smaller parts or by reducing the number of steps ithe childs not taking advantage o the ‘alebie opportunites, iSenty an integrate the chids preferences Using special or adaptive devices tht allow ' child to participate orincrease the child's [eval of panicipation Having an adult intervene to suppor the chiles Perticipation and learing Utilizing peers to help children lesen important ‘objectives Purposely eranging naturally occuring events within one activity Change the physical environment. ‘Change the socal vironment. (Change the temporal environment, Have materials or equipment nthe optimal Postion (eg, height Stabilize material Modify the response. Make the materials larger or brighter. Break it down, ‘Change or reduce the numberof stops Finieh with success, Hold a favorit toy. Use a favorite activity, Use a favorite person Use special equipment o increase access, Use special equipment to increase Participation, Model Join the chiles play Use praise and encouragement Model. Pairthe child with a buddy, Use praise and encouragement. Sequence turns Sequence actvtas within a curticulum araa,Cursieulum Modifications 37 matched to ongoing activities and routines that typically occur in early childhood classrooms (¢¢, art center, snack, sensory table). Some of these curriculum modifications may be considered assistive tech- nology. Assistive technology is a broad term that refers to any item that supports a child's ability to participate actively in his or her school, home, or community set- ting (Sadao & Robinson, 2010). According to IDEA, all children who are eligible to receive special education or early intervention services are also eligible to receive assistive technology if it is included in the IFSP or IEP. There are additional as- sistive technology provisions under Section 504 of the Rehabilitation Act of 1973 (PL 93-112) and in the Americans with Disabilities Act (ADA) of 1990 (PL 101-336) that may be relevant for young children. It is important to remember that a curriculum modification is used to help a child participate. If participating is still not enabling the child to learn, try using an ELO or a CFIS (discussed in Chapters 6 and 7), Remember, also, to evaluate the effectiveness of the curriculum modification. Many curriculum modifications will have a fairly immediate impact. For example, when Samisha’s teachers put a block under her feet, they noticed that she sat straighter and more securely and smiled 1s she played with the toys and materials on the table, Because the purpose of us- ing a curriculum modification is to promote learning, the classroom team should also monitor the child's performance to determine if, in fact, the child is becoming more independent in the activity or routine and if the child is learning the valued content as planned by the teacher for that activity. The Evaluation Worksheet (see Chapter 4, Figure 4.8) is one way to monitor children's progress. ‘COMMON CLASSROOM CHALLENGES One reason a child might not participate (or participate successfully) in the ongoing activities and routines of the classroom is that one or more challenging behaviors interfere with participation. At other times, the child may behave in ways that are ‘troublesome to the adults in the classroom. This section covers ways to think about the classroom environment and to modify it as needed to guide children to use be- haviors that are more appropriate and adaptive in group learning situations, One of the features of a high-quality early childhood classroom is the use of developmentally appropriate techniques that can help children learn appropriate classroom and social behaviors. These techniques are called structural supports because they involve careful planning or structuring of the environment, schedules, activities, and transitions, with the goal of successfull and enjoyable participation and learning in the classroom. Here are several ways to structure the environment for success: 1. Provide a balance between child-directed and adult-directed activities. Provide opportunities for children to make authentic choices 2. Design a variety of areas in the classroom that are easily viewed and have bound- aries. The teacher should be able to view the entire classroom. The children should be able to recognize the boundaries of the learning areas. 3. Make sure materials are organized and in good working order. Materials should beattractive to the children and organized ina fashion that tells children where ‘the materials belong,Teaching Strategies 4. Offer activities that provide many ways for children to respond. Think about the children’s current skills and interests. Plan activities that allow choices and dif- ferent ways to respond. ‘There are also several ways to structure your classroom schedule for success: 5. Createa clear and consistent schedule. Display the schedule in away that is appro- priate for the children, and follow it. Use pictures or photographs as well as words. 6. Use staff schedules. Display and use a schedule for the adults that shows them where they should be and what they should be doing, ‘You can also structure activities for greater success: 7% Support participation. Use a variety of ways to help children join activities and sustain participation. Provide a variety of interesting materials to entice chil- dren to the activity, 8, Have high expectations. With planning and a positive attitude, you can help all children participate and lean new skills and concepts. Plan interesting and appropriately challenging activities. 9. Be consistent. Children can be most successful and feel trusted and safe when adults provide consistent expectations and responses. 10. Give good, clear directions. Sometimes, that means that you must break down, lengthy directions into shorter ones. 11. When children are participating, provide feedback on their performance and efforts. Feedback should be sincere and specific. ‘Transitions can be the most troublesome part of the day because they are often less structured and more difficult for a child to understand than other classroom events. Here are several suggestions for structuring transitions for success: 1. Teach children your expectations for their behavior during transitions, Bo spe- cific in teaching children what to do during transition times. 2, Use pictures or other salient cues. Some children have difficulty following verbal directions, so add pictures or other cues to illustrate what children should do during the transition. 3. Begin the activity when a few children are ready. Ifthe activity is interesting and enticing, the other children will join, and those who made the transition quickly will not need to wait. 4. When in doubt, teach the routine. If children are still having difficulty with making a transition, teach them—specifically and systematically—what to do and what you expect during the transition, Even when all of the elements of a structural support base are in place, some challenging behaviors may occur. When this happens, consult Table 5.2, locate the behavior that is occurring, and find the type of curriculum modification that has a high probability of supporting a positive behavior. Then, you can turn to the section in this chapter on that type of modification for ways to develop a plan for the child.Curriculum Modifications 89 Table 5.2. Waysto addross common classroom challenges Environmental Materials Activity —Child_——Special_ Adult Peer Invisible Challenge ‘upper adaptation simpliiestion preferences equipment suppor suppor suppor Child does not actively participate a n x large-group time Child refuses to join x x large-group time. = Child has tantrums uring large-grouptime a Chile talks ot of turn x ‘during large-group time Child is nt wiling 10 90 to.orpartcipateina x x certain learning center ‘Chil has cifcuty making ‘anstionfromone aren X x ‘or activity tothe next | Child ie noncompliant ‘when given a direction Child runs inthe classroom Child mouths art materials Chile grabe items from ‘others Child its others Child does not pay Child whines x Child tats back x x Child engages in self- ‘stimulatory behavior ai i Child engages in salt injurious Behavior x : Child bites others x a x Child grabs things from % thers at small group, Child ie unstable when ‘walking (Chile hes dficly with escanding sas x : = Child hes difficulty Femaining with the x x x group. Child dawales x x x Child knows an answer ‘rakl but dose not x x ‘Slomonsrate t Chic elses to participate 5 x Inlarge-group action Child has ificulty “Separating from his x forher parent (continued)cy Teaching Strategies Table (continued) Environmental Materials Activity ——Child=—=Special «Adult Peer Invisible Challenge ‘suppor adaptation simplification preferences equipment support support suppor hid will not remain ‘seated on the bus be Ee x Child will not keep his or her seatbelt fastened a x x onthe bus CCild screams on the bus (Child screamsin the classroom a Child bullies others x Child does not maintain ;prosimity #2 peers ms es Childs rejected by peers) x x Child falls out of chairs x x (Child has dificuly sitting ‘aire time x x Child bothers othors at Circle time % ES Child hes difficulty beginning and ending x x x projec Child has aff weshing herds” x x Childs not yet using ‘verbal communication x (speech) Child runs out of the a classroom Child eats with fingers x Child doesnot respondto Chile does not follow Classroom routine x Child gives up easily x x RENE Child uses toys i inappropriately Child demonstrates low rates of engagement Child has significantly lovwerskils than rest x x ofclass Child hes difficulty with x fining up Child does not lean up x x x hide easily ‘overstimlated x x Child throws up or goss easily and/or oan id wil not come to ‘mall group Child mouths inappropriate objects x xCurriculum Modifications a ‘Sometimes, a curriculum modification is not sufficient, Then, you will need to try an. ELO ora CFIS. Remember that sometimes children display the challenging behav- ior because they have not learned a more appropriate or conventional behavior. In many cases, it is a teacher's responsibility to teach that desired behavior, Some teachers worry that using a curriculum modification may single out a child, may distract other children, or in some way may seem unfair to the other children. The point of using a curriculum modification is to provide individualized support as needed so that each child can participate in the activities and routines of the classroom. Ifnecessary, explain that supportis something that helps rather than something special. If other children want to hold a preferred item or try out a piece of equipment, let them try it. There's usually no reason that a modification needs to be off limits to the other children. The teacher and team know that the item is pro- vided or the change is made to offer individualized support. However, other children can use the modification as well.Curriculum Modifications by Type 02 & ‘This part of Chapter 5 provides numerous classroom examples of each type of modification. You will find the definition of the modification, the general strategy (Le, what to do), and examples of when the modification might work. There is also space for you to write your own ideas, Environmental Support . - 68 Alter the physical, social, and temporal environment to promote participation, engagement, and learning, Materials Adaptation . Modify materials so that the child can participate as independently as possible. Activity Simplification. ......2..000+ Simplify a complicated task by breaking itinto smaller parts or by reducing the number of steps, Child Preferences ..............0005 If the child is not taking advantage of the available opportunities, identify and integrate the child's preferences, Special Equipment .. Use special or adaptive devices thet allow the child to participate or inerease hig ove of partcipaion, Ths includes homemade equipment or devices ae wall 88 commercially ava able therapeutic equipment. Adult Support. Hove an adult intervene in an activity o @ routine to support the chils participation Peer Support ...........6+ Th bbANG Kise oman BT Utilize peers to help the child learn important objectives. Invisible Support. Purposely arrange naturally occurring events within one activity