By: Becky Guzie Chapter 5: Developing Adaptations to Promote Participation in Inclusive Environment

Introduction An adaptation is considered any adjustments to Instruction Environment Materials Educators must be able to identify the need, develop and use instructional adaptations to help increase the participation of students with complex learning needs

Indentifying and Developing Individualized Adaptations Understand the capacities, needs, and educational priorities of the student Environments student operates in Activities and skills necessary to participate in selected environments Ability of the student to engage in the required activities and skills assessed in the actual environment Performance discrepancies (difficulty areas) Priority skills are targeted for instruction Intervention strategies are developed

What Are the Students Capacities, Needs, and High-Priority Educational Goals? Learn about student Positive profile of social, academic abilities, strengths, learning concerns Knowledge of the student’s preferences, learning styles, past instructional methods, and reliable physical and motor movements Consider how student performs in different environments and conditions Develop shared vision

What Environments Should Be Selected for Instruction that Promotes Achievements of Goals and Are Age-Appropriate and Inclusive? Select “real world” environments educational goals can be accomplished Promote access and participation in general education instruction Home, work, community

What Are the Required Activities and Skills in the Environment? Look at how a person without disabilities performs tasks Form a discrepancy analysis No universal way to complete a task Most logical and efficient method to carry out task

How Does the Student Perform in Environment? Assess the performance of a student with disabilities against one without Take student to specific environment and use inventory to record performance If student cannot carry out a portion of activity team members must ask why

What Are the Student’s Performance Discrepancies and What Might Be the Source? Review performance of student in specific environment Educators question why discrepancies exist Student learning factors Instructional factors Physical sensory or motor factors Motivation factors Environmental factors Make “best guess”

What Are the Priority Instructional Objectives in the Environment? After identifying discrepancies instructional priorities and objectives can be written Enhance participation Increases social inclusion Having frequent and multiple applications across environments Health and vitality Honors student’s and family’s preferences Refines broad educational goals to more context-specific

Interventions to Address Performance Discrepancies Teach directly Feasible for the student to learn and perform skill as a person without disabilities Employ Instructional Adaptations Modify skills or activities Modify physical environment Modify rules and policies Provide personal assistance Use Adaptive Materials or Devices Portable objects, equipment, tangible devices, or instructional materials individually designed for the student Commercial or teacher made

Implement and Evaluate the Effectiveness of Instruction Direct Instruction is necessary Use of adaptive device is to simplify task-not teach Evaluation Criteria Performs intended function Integrated into the instructional sequence Accompanied by sufficient instruction to learn adaptation Facilitates independence or interdependence Results in least-intrusive assistance Attractive and safe “fits” in the specific context Results in acceptable rate and quality performance Does not interfere with interactions

Consideration for Using Adaptations Teaching the Skill Is it necessary? Soliciting Student Preference Allows student to engage in an activity they enjoy Increasing Participation Can increase responsibility, foster development, self-esteem Ensuring Longitudinal Use Can it be used now and in the future? Physical Demands Effects on students long term Design and Construction Demands

Precautions for Using Adaptations Each student is an individual Systematic instruction when using adaptations Ongoing evaluation of student with and without adaptation Expected that adaptations will require several modifications

Summary Educational teams must work together and know student Adaptations can be a key to minimize disabilities and maximize opportunities Student potential is limited only by the bounds of the collective creativity of members of the educational team