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Curriculum modifications: putting it into action

Curriculum modifications: putting it into action. objectives. Review curriculum modifications. Discuss a plan for action. Organize a plan based on an individual child’s needs. What is curriculum modification?. BIG IMPACT. SMALL CHANGE, . Why modify the curriculum?. Increased learning !.

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Curriculum modifications: putting it into action

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  1. Curriculum modifications:putting it into action

  2. objectives Review curriculum modifications. Discuss a plan for action. Organize a plan based on an individual child’s needs.

  3. Whatis curriculum modification? BIG IMPACT SMALL CHANGE,

  4. Whymodify the curriculum? • Increased learning! • Access Participation

  5. Types of Curriculum Modifications • Environmental Support • Special Equipment • Materials Adaptation • Adult Support • Simplify the Activity • Peer Support • Child Preferences • Invisible Support

  6. Environmental support “ Altering the physical, social, and temporal environment to promote participation, engagement, and learning. “ — Sandall & Schwartz, 2008

  7. MATERIALS ADAPTATION “ Modifying materials so that the child can participate as independently as possible. “ — Sandall & Schwartz, 2008

  8. Activity simplification “ Simplifying a complicated task by breaking it into smaller parts or by reducing the number of steps. “ — Sandall & Schwartz, 2008

  9. Child preferences “ If the child is not taking advantage of the available opportunities, identify and integrate the child’s preferences. “ — Sandall & Schwartz, 2008

  10. Special equipment “ Using special or adaptive devices that allow a child to participate or increase the child’s level of participation. “ — Sandall & Schwartz, 2008

  11. Adult support “ Having an adult intervene to support the child’s participation and learning. “ — Sandall & Schwartz, 2008

  12. Peer support “ Utilizing peers to help children learn important objectives. “ — Sandall & Schwartz, 2008

  13. Invisible support “ Purposeful arranging of naturally occurring events within one activity. “ — Sandall & Schwartz, 2008

  14. PUTTING IT INTO ACTION

  15. Putting it into action • Observe the child and clarify the concern • Identify a modification strategy • Make an action plan • Give it a try • Determine if it’s working

  16. Observe and Clarify When is there confidence? When is it breaking down?

  17. choose a modification strategy • Match supports with the child’s needs. • Keep it simple. • You can try more than one. • Don’t be afraid to experiment. • If at first you don’t succeed…

  18. Make A plan • What needs to be done? • Who will do it? • When will it be ready? • How will everyone stay informed?

  19. Use an Activity Matrix

  20. GIVE IT A TRY!

  21. Determine if it’s working Is it working? YES • Improving… • Fully participating… NO • No improvement… • Still no improvement…

  22. review Putting modifications into action: • Observe and clarify the issue • Identify a modification strategy • Make a plan and give it a try • Determine if it works • If at first you don’t succeed…

  23. Resources National Center on Quality Teaching and Learning (NCQTL) ncqtl.org Head Start Center for Inclusion (HSCI) headstartinclusion.org Center on the Social and Emotional Foundations for Early Learning (CSEFEL) csefel.vanderbilt.edu

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