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Is 1 Adaptations in Action: Supporting Students with Disabilities (Functional)

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1 is 1 Adaptations in Action: Supporting Students with Disabilities (Functional)

2 Created by the Inclusion Collaborative Janice Battaglia – Inclusion Collaborative Manager – – Laurie Nielsen – Inclusion Training Specialist – – Supported by: WARMENHOVEN INSTITUTE FOR INCLUSION

3 Today’s Outcomes Understand the definition of access Learn the rationale for adaptations through evidence-based practice Develop a framework to understand adaptations Understand a variety of teaching strategies for adaptations Learn about the Adaptations Bin Tool Create adaptations with a variety of everyday materials 3

4 Access

5 Individuals with Disabilities Education Act (IDEA) “Students with disabilities have the right to: Have access to the general curriculum Be involved in the general curriculum (which includes appropriate support and adaptations) Progress in the general curriculum.” (ideas that work 2003 p. 2) General curriculum – same curriculum as students without disabilities 5

6 Group activity Think-Pair-Share What words come to mind when you think about the definition of the word access? 6

7 Access defined 1.The ability or right to approach, enter, exit, communicate with, or make use of: i.e. has access to classified material. 2.The right to obtain or make use of or take advantage of something: i.e. as services or membership &sa=X&oi=glossary_definition&ct=title&ved=0CAYQkAE &sa=X&oi=glossary_definition&ct=title&ved=0CAYQkAE 7

8 Access to the Curriculum The right to obtain… – (games, activities, and materials) or Make use of or take advantage of something – (be involved in or participate in activities/curriculum at own level) – (as independently as possible) 8

9 Access to the Curriculum Students can’t have … access to the curriculum be involved in the curriculum or progress in the curriculum …if students are asked to do something that is not at there developmental level or …if the task is done for the student Solution: use adaptations as alternative methods for demonstrating their academic success. 9

10 Framework for Understanding Adaptations Teaching strategy Tool for implementation Access to curriculum 10

11 Why Students Might Need Adaptations

12 12 They might need: – Direct teaching of routine skills and academic concepts – Repetition to practice skills – Skills broken down into smaller parts – Accommodations or modifications for success Students with disabilities might learn concepts differently than students without disabilities. Learn Differently

13 13 Why use Adaptations? It is important for students with special needs to be able to participate in all classroom activities, at their own level, and as independently as possible. Sometimes their skill level does not match the requirements for an activity resulting in nonparticipation.

14 14 Student’s current skill level Requirements of the Activity Adaptations function as a bridge to the student’s current skill level and the requirements of an activity. Adaptations

15 Adaptations For People with and without Disabilities 15

16 16 Types of Adaptations  Visual supports  Assistive equipment or device  Alternative communication system  Functional positioning  Sensory support

17 17 Visual Supports

18 18 Assistive Equipment or Device Any type of adaptive equipment or assistive device needed for positioning or manipulating objects walkers special utensils switches

19 Alternate Communication System 19 Another system of communication may be used when a person cannot use spoken language: Picture cards Signing or gestures Electronic communication devices

20 20 Functional Positioning Allows a person the necessary stability to control his/her movements as much as possible.

21 21 Sensory Support Sensory support may be needed to allow a person to focus attention and learn in the daily environment Sensory support may include: – reducing background noise – adjusting tactile stimulation – adjusting visual stimulation Photo from:

22 22 Group Activity: Stereotypical Myth: Only people with disabilities need adaptations. Think and and write down adaptations that you, a family member, and/or a friend, without disabilities, make in daily life activities using the category with the star Everyday adaptation handout

23 Share you ideas…

24 Stereotypical Myth: Only people with disabilities need adaptations. Everyone is different and not everyone does things the same. Fairness is not about everyone doing the same it’s about making sure that everyone’s need gets met. 24

25 EESS handout Teaching strategy: EESS Tool Access

26 Purpose of the Adaptation Enlarge Enhance Simplify Stabilize 26 From:

27 Adaptations Examples

28 Adapted glove and ball 28 SimplifyEnhance

29 Adapted Dart Board 29 Enlarge & Simplify

30 Adapted Writing Tools Enhance Enlarge Stabilize Simplify

31 Worksheets A B C Materials used: A.Highlighter & ruler B.Black marker C.Black marker, ruler & highlighter

32 Workspaces Use shelf liner so materials do not slide around Use a glue gun to glue shelf liner on the backs of materials & containers 32

33 33 Teaching strategies Tool for implementation: Adaptation Bin for Children (ABC) Access

34 Adaptation Bins for Children Based on the Inclusion Collaborative’s seminar Adaptations in Action: Adaptation Bins for Children (ABC) © programs/inclusion- collaborative/ p#1 34

35 List of materials Enhance & enlarge Black and yellow laminated sheets Black marker and highlighters Foam Pink hair curlers Glue gun & sticks ruler Stabilize & simplify Variety of different tapes Velcro Pencil grips Clipboard Chip clips Shelf liner Popsicle sticks Create own bin

36 Create your own bin Choose and purchase the materials you would like to have in your bin. Stores to purchase materials: Dollar stores Drugstores Arts and crafts stores Bin portable storage ideas:

37 Let’s practice: Use the list of bin materials to answer the following questions for this game.

38 38 Mathematics Game Using the materials in the bin answer the following questions 1.How could you stabilize the materials so they don’t move around the table? 2.How could you simplify for a student who has difficulty scanning all 9 boxes or numbers? 3.How can you enhance or enlarge the spinner for fine motor difficulties?

39 Group Activity Choose activity and discuss variety of ways to adapt the materials using the items in the bin and the EESS acronym Turn taking gameMotor activity Following directionsLunchbox WorksheetsWorkspace/table activities

40 Personalizing Use the materials in the bin to create adaptations for students in your room to increase access of the curriculum. Fill out the bright idea sheet by: – Thinking about a specific child’s challenge – Write an adaptation for that student using materials in the bin & the EESS acronym – Take white copy – leave your copy 40 Bright idea sheet

41 Cleanup Please clean up your space and get it ready for the next seminar. Putting items back in Ziploc bags Placing all items back in the bin for the next group Cleanup and organize adapted materials

42 When A Student Is Struggling Think of EESS – Enlarge – Enhance – Simplify – Stabilize Think of everyday materials that can help make adaptations 42

43 Framework Review 43 Teaching strategies EESS Tool for implementation: Adaptation Bins for Children Access to Curriculum

44 44 Comprehensive Website Publications and Documents on Web site Kits for Inclusion Team Success Inclusion Selected Bibliographies Inclusion Support Warm Line

45 Resource Links Adaptation Bins for children collaborative/publications.asp#1 collaborative/publications.asp#1 Inclusion Collaborative--downloadable materials and video clips National Dissemination Center for Children with Disabilities-- School Age Accommodations Project Participate—Gadgets and Gizmos to support inclusion for: play, writing, home, reading and communicationGadgets and Gizmos Questions to Ask Before Selecting Potential Adaptations df df

46 46 References Cavallaro C. & Haney M. (1999). Preschool Inclusion. Baltimore: Paul H. Brookes Publishing Co. Connectability-A Project of Community Living Toronto; Connections Project: Learning Communities for All Children. California Institute on Human Services, Sonoma State University [Seminar]. Sonoma, CA Downing, June; (2008) Including Students with Severe and Multiple Disabilities in Typical Classrooms Brookes Publishing; Baltimore, Maryland. Greenberg, J. and Weitzman, E. (2005). Teacher talk workbook: fostering peer interaction in early childhood settings. Toronto, Ontario: The Hanen Centre. Halvorsen, A., Tweit-Hull, D, Falvey, M., Meinders, D., and Anderson, J. (2005). Inclusive Education Starter Kit. Sacramento, CA: California Department of Education, Special Education Division.

47 47 Howard, M., Kerr, C., and Tsakos, E. Learning Together – Tip Sheet Using Visuals. Retrieved Dec. 3, 2008 from I’m Ready for Kindergarten: A Parent Handbook. (2008). San Jose, CA: First 5. Retrieved Dec. 3, 2008 from Klein, M., Richardson-Gibbs A., Killpatrick, S, Harris, K. Project Support: Early Childhood Inclusion Support Training Project. Preservice Supplement. [seminar]. 3/2001. Milborne, S. A., & Campbell, P. H. (2007) CARA’s Kit: Creating adaptations for routines and activities. Philadelphia, PA: Child and Family Studies Research Programs, Thomas Jefferson University.. References (continued)

48 48 Please Fill out Your Evaluations

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