1 / 20

Hammond Inclusive Teaching Project

Hammond Inclusive Teaching Project . Instructional Adjustments. What Are Instructional Adjustments * ?. Changes made to teaching practices and curricula that assist students with disabilities participate in educational activities. with same expectations as classmates OR

peta
Download Presentation

Hammond Inclusive Teaching Project

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Hammond Inclusive Teaching Project Instructional Adjustments

  2. What Are Instructional Adjustments*? Changes made to teaching practices and curricula that assist students with disabilities participate in educational activities. withsameexpectations as classmates OR with different expectations than classmates *accommodations/modifications

  3. Are Adjustments Formal or Informal? • FORMAL: Legally-binding adjustments that have been included in the IEP by the team • INFORMAL: Adjustments that can be made for a variety of students as teacher sees fit

  4. Roles/Responsibilities of Teachers: Instructional Adjustments Special Education Teacher General Education Teacher • Notify & explain • Provide support • Expect that adjustments are implemented • Communicate regularly with gen ed teacher • Report when adjustments are repeatedly ignored • Find out • Ask for support • Expect that adequate support is provided • Keep sped teacher up-to-date with progress • Report when needs are repeatedly ignored

  5. Collaborative Effort

  6. What Are Examples of Adjustments on the IEP? • Needs extra time to process multi-step tasks in class • Needs extra time to take state and class assessments • Needs assignments shortened on occasion • Needs supports for organization and memory: graphic organizers, visuals…

  7. Types of Adjustments • Size • Time • Difficulty • Participation • Organization • Level of Support • Input and/or Output • Behavior Management • Alternate Goals and/or Alternate Curriculum

  8. SIZE Adjust the number of items student is expected to complete or learn ***** Decrease and eliminate Decrease and delay Increase when “overlearning” is needed

  9. TIME Adjust the time that the student has to learn the concept or complete the assignment **** Allow time to preview Allow time to formulate answer to oral question Allow more time to finish (at school or home)

  10. DIFFICULTY Adjust the skill level, or problem type, or rules for approaching the task ***** Substitute concrete tasks/items for abstract Use matching instead of multiple choice Eliminate more difficult parts of a task Allow use of aids (calculator, notes) Have reader friendly materials

  11. PARTICIPATION Adjust extent to which student is expected to be actively engaged in task **** Assign specific task (e.g., materials) in group work Expect active engagement in specific parts of activity Expect attention, not active participation

  12. ORGANIZATION Adjust the format of an activity or task **** Provide visual schedule Provide graphic organizer Provide a mnemonic Break task/material into chunks

  13. LEVEL OF SUPPORT Adjust amount of personal assistance to student **** Arrange for a peer helper Work one-to-one with student Use flexible grouping

  14. INPUT and/or OUTPUT Adjust manner in which student learns materials (input) and/or shows mastery of material (output) **** Provide oral input in addition to written input Allow for oral output instead of written output Incorporate kinesthetic input and output opportunities

  15. ALTERNATIVE GOALS / CURRICULUM Adjust learning expectations and/or use alternative curriculum **** Choose outcomes carefully Provide seat work that is at a lower grade level Consider good social interaction as a goal

  16. BEHAVIOR MANAGEMENT Adjust system of managing social behavior in classroom **** Use individual contracts Use individual cueing Use home-school communication system

  17. Adjustments for Story ProblemsWhat’s needed here? Alex spent $265 at the art store purchasing paint brushes and individual paints. He bought 25 paintbrushes, spending only $65 of his total. The paintbrushes were on sale for $0.69 less than the paint. How much were the paintbrushes and the paints? How many paints did he purchase?

  18. Adjustments for Group WorkWhat’s Needed Here? Students are in groups of 4 in Language Arts class. Assignment is to write a short play based on life of a young Jewish boy who escaped from Germany with his family. Students have been given two models to follow. (Three days of class time.)

  19. Instructional Style: Level and Range

  20. A Framework for Differentiating

More Related