Overview of adaptations, accommodations & modifications A look at the learner, the curriculum and the environment.

1. Adaptations and Accommodations“Honey, I Blew Up the Curriculum”The I.D.E.A.L.Methodof Adaptingand Accommodating for all LearnersPATHFINDERS ConsultingBridget Brown and Nancy Brown www.butterfliesforchange.org536 72nd st.Darien, IL 60561630-323-5551bbrown4704@aol.com

2. Here’s Where We’re Going… • Overview of adaptations, accommodations & modifications • A look at the learner, the curriculum and the environment. • The IDEAL method of adapting • Tools and strategies: great tried and true ideas • Person centered planning

3. Our Objectives for TodayOUTCOMES 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.

5. My Experience • 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?

6. 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.

7. Why ADAPT?

8. WHY do we Need to think about ADAPTATIONS & ACCOMMODATIONS? • IDEA • Diverse students in our classrooms • Inclusion

9. 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)

10. “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)

11. Evolution of Supports and Services in General Education Bill Peters 1991

12. WHAT MAKES IT WORK?

13. Professional Development Teaming Adapt Curriculum Vision And Attitude What Makes Inclusion Work Build Relationships Effective Instructional Strategies Resources

14. Take a look at … Environment Learner Curriculum

15. A LOOK AT THE LEARNER

16. 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 …

18. What does the learner need to be part of the educational process? Organization, Previewing, a system for learning

19. preview the material test taking strategies Note taking tools

20. Preview

21. Student LEARNER PROFILE • Strengths • Needs • Areas for improvement • Support needed to be part of the process

22. The student is successful when… • 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.

23. Review IEPs Student Strengths?? Goals & Objectives/ Benchmarks?? IEP Accommodations/Modifications & Supports?? Behavioral Intervention Plan??

24. IEP at a Glance Student’s Name: Support Teacher (s):

25. PROGRAM-AT-A-GLANCE NAME Charles DATE _____________________ POSITIVE STUDENT PROFILE IEP-AT-A-GLANCE -Loves dinosaurs -Respond to simple questions (what, who, where) -Tunes in to movies & computer -Expand receptive & expressive vocabulary -Acts out favorite parts of TV shows -Follow simple group directions -Beginning to enjoy copying letters from -Continue conversation on topic magazines -Re-tell simple story -Chooses building activities -Identify & name letters in first name -Imitates other students -Copy name MANAGEMENT NEEDS: -May have difficulty waiting for his turn M. Giangreco (1996). Vermont Interdependent Services Team Approach (VISTA). (Appendix C). Baltimore: Paul H. Brookes.

26. Individual Educational Program &General Education Matrix Regular Class Schedule Journal Morning Meeting Reading Spelling/ LA PE/Music/Library Lunch Math Science/ SS Writing simple sentences X X X X X IEP Goals MGMT. Needs

28. TAKE A LOOK AT The CURRICULUM

29. Adaptations • Accommodations • Modifications

31. Components of Accommodations

33. Accommodations Changes in HOW a student accesses or demonstrates learning Does not substantially change instructional level, content or performance level Goal = provide equal access to learning Modifications Changes in WHAT a student is expected to learn. Changes may be made in instructional level, content or performance level. Goal = provide meaningful & productive learning experiences Adaptations

34. or Modification? Accommodation? Instead of writing a complete paragraph, have the student draw a picture and label it. þ Allow the student to come in before school to work on a project. þ Provide the student with an uncluttered version of an assignment/test with additional space to write. þ Instead of completing a research paper, have the student locate library materials for the class on the topic. þ Provide audio versions of textbooks, and have the student follow the text while listening. þ

35. 8 Types of Adaptations

36. Types of AdaptationsAdapted from the Center for School & Community Integration, Institute for the Study of Developmental Disabilities, Indiana University, Bloomington, IN

37. 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

38. Types of AdaptationsAdapted 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. Have a peer work with the student on the paragraph to brainstorm ideas, formulate sentences and edit the end product. Allow the student to write a few sentences rather than a complete paragraph. Allow the student to use free time or come in before school to work on the project. Provide the student with a model and pre-labeled cards to place on the diagram as s/he listens to the classroom explanation. Allow the student to type the paragraph on the computer, using a word prediction program. Provide the student with a “word bank” to assist in writing the paragraph. 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.

39. IDEAL Method of Adapting Maintain the INTEGRITY of the curriculum Reduce the DENSITY of the material Be ECLECTIC ACCOMMODATE the child’s learning needs Remember the LEARNING STYLES

40. DENSITY Integrity

41. ECLECTIC Selecting elements from a variety of sources, systems, or styles

42. Accommodate the child’s learning needs And Assess Appropriately

43. LEARNING STYLES

44. Backward Design LogicFrom Understanding by Design Begin with the end in mind! Universal Design Access for everyone

45. CURRICULUM It is good to look at CURRICULUM with a birds eye view!

46. Planning Pyramid What SOME students will learn Incidental Concepts More complex, abstract, & detailed What MOST students will learn Next Most Important Info. Additional facts, extensions of base concepts, more complex concepts and vocabulary What ALL students should learn Most Important Concepts to Lesson/Unit Broad concepts, relevant applications, key vocabulary Foundational Concepts, Selected Higher Order Concepts Adapted from: Schumm, J. S., Vaughn, S. & Harris J., “Pyramid Power for Collaborative Planning”

47. TRY IT OUT !

48. 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.

49. Student Participation Options in General Education Classroom Activities Minor Accommodations Major Modifications

50. Assessment & Grading Options Minor Accommodations Major Modifications