1. One Size
Doesn’t fit ALL
Adapted from Diana Browning Wright

2. None of us is as smart as all of us!
That’s why it’s called an IEP TEAM

3. Find this page in your folder.

4. Nine Types of Curriculum Adaptations
Quantity * •
Adapt the number of items that the learner is expected to learn or number of activities student will complete prior to assessment for mastery.
For example:
Reduce the number of social studies terms a learner must learn at any one time. Add more practice activities or worksheets prior to assessment of skill mastery.

5. Ponder This
Does altering amount of seatwork completed prior to assessment of content mastery constitute a modification or an accommodation?
If I reduce practice, and now
student can’t demonstrate
mastery?
If I reduce practice and
student can still demonstrate

6. Nine Types of Curriculum Adaptations
Time *
Adapt the time allotted and allowed for learning, task completion, or testing.
For example:
Individualize a timeline for completing a task; pace learning differently (increase or decrease) for some learners.

7. Ponder This
Does giving more time to complete an assignment or take a test result in a lowering of a standard?
How should this be graded or evaluated?
Is this practice a modification or an accommodation?
Discuss at your table

8. Nine Types of Curriculum Adaptations
Level of Support *
Increase the amount of personal assistance to keep the student on task or to reinforce or prompt use of specific skills. Enhance adult-student relationship; use physical space and environmental structure.
For example:
Assign peer buddies, teaching assistants, peer tutors, or cross-age tutors. Specify how to interact with the student or how to structure the environment, provide study carrel…

9. Ponder This Is this a common practice?
Do students without disabilities often have this support?
Do we use this too frequently or
too little?
Is this an accommodation?
If so, for what?
Are we using one on one instructional aides effectively?

10. Nine Types of Curriculum Adaptations
Input *
Adapt the way instruction is delivered to the learner.
For example:
Use different visual aids, enlarge text, plan more concrete examples, provide hands-on activities, place students in cooperative groups, pre-teach key concepts or terms before the lesson.

11. Input Enhancement Using graphic organizers when teaching content…
Organization of ideas is self-evident to students.
Reduces information processing demands needed to understand new information.
Graphic organizer for the essay

12. INPUT: Visual Displays
Portray relationships among information presented in instruction
Includes diagrams, concrete
models, concept maps, videos
situating learning in a meaningful context,
or digital material presented during instruction.
Intended to help students organize information in long-term memory.
Ponder this:
Who would benefit from this?

13. INPUT: Pre-teaching with Advance Organizers
Defined: Pre-instructional materials to aid linkage of new information with prior knowledge stored in long-term memory.
May be verbal, written, or be presented in a question format. Examples:
Questions presented prior to a discussion or reading assignment.
Vocabulary words presented on the board or a handout.
Verbal statements by the teacher designed to activate knowledge prior to instruction.

14. Input: Study Guides Worksheets prior to a reading or study assignment.
Includes a set of statements or questions to focus the student’s attention and cognitive resources on key information to be learned. Examples:
Completed or partially completed outlines.
Questions focusing on the textual, literal, and inferential aspects of a study assignment.
Other tasks designed to prompt the active processing of the material to be studied.

15. Good Teaching Matters!

16. Input: Peer-Mediated Instruction
Defined—students as instructional
agents, including:
Peer and cross-age tutoring.
Class-wide tutoring.
Cooperative learning.
Primary purpose—increase opportunities for distributed practice with feedback.
Usually has well-scripted or structured interactions designed and mediated by the teacher.
Nolet (2000)

17. Ponder This What is more effective: pre-teaching or re-teaching?
Discuss your answers.

18. Nine Types of Curriculum Adaptations
Difficulty * •
Adapt the skill level, problem type, or the rules on how the learner may approach the work.
For example:
Allow the use of a calculator to figure math problems; provide the sequence for an algebra rule, simplify task directions; change rules to accommodate learner needs.

19. Difficulty (Karen examples)
Different text/literature book
Different worksheet/assignments
Different test
Changes in difficulty can be in:
breadth and/or depth!

20. Ponder This
Discuss.
Is altering the difficulty of an assignment a good practice?
When is it an accommodation or
a modification?

21. Sometimes called “engagement”
Nine Types of Curriculum Adaptations
Participation *
Sometimes called “engagement”
Adapt the extent to which a learner is actively involved in the task.
For example:
During instruction, using “every pupil response techniques” or “choral responding.” In geography, have a student hold the globe, while others point out locations. Ask the student to lead a group.

22. Participation EnhancementIN
Participation Enhancement
Pairs:
Weaker reader prompts stronger reader to:
1. Name the Who or What.
* identification
2. Tell the most important thing(s) about the Who or What.
* elaboration
3. Paraphrase in 10 words or less
(paraphrasing “straight jacket”)
* consolidation
* continues for 5 minutes —
then switch roles (new text)

23. Ponder This How common is this practice?
Is it better to use participation/engagement strategies with a distractible student, or should that student be isolated so as not to distract others?
Is this an accommodation or
a modification?

24. Nine Types of Curriculum Adaptations
Output *
Adapt how the student can respond to instruction.
For example:
Instead of answering questions in writing, allow a verbal response, use a communication book for some students, allow students to show knowledge with hands-on materials.

25. Output examples for visual motor deficits.
Multiple Choice vs Essay
Dictating vs writing
Typing vs writing
Demonstrating vs writing

26. Show what I know Write a report Put on a demonstration
OUT
Write a report
Put on a demonstration
Set up the experiment
Produce a videotape
Develop an interactive computer presentation
Create a series of sketches, diagrams or graphic organizers.
Do a photo essay
Do a statistical chart
Design a mural
Write a song
SEE Potential Products Handout!

27. OUTPUT: On Standardized Tests
What may be an instructional accommodation often becomes a modification on standardized tests.

28. Review: Input & Output Accommodations
Input accommodation.
- a service or support to help fully access the subject matter and instruction.
Output accommodation.
- a service or support to help validly demonstrate knowledge.
OUT

29. Nine Types of Curriculum Adaptations
Alternate Goals •
Adapt the goals or outcome expectations while using the same materials. When routinely utilized, this is only for students with moderate to severe disabilities.
For example:
In a social studies lesson, expect a student to be able to locate the colors of the states on a map, while other students learn to locate each state and name the capital.

30. Modification is not just modifying Grading

31. Modifying Grading
This does NOT mean when a student is failing, we change the grading scale!
Know the goals and standards for course
If you modify grading, the grading scale explicitly defined.
Consider a portfolio showing summary of mastering the standards with rubric for final grade.
Chart progress, assign grades based on individual goals.

32. Read about John.
Study the 9 types of accommodations/modifcations that were implemented for him.

33. At your table, determine the changes that would need to be made in the assignments you have been given.
English
Math
Science
Social Studies
Choose a a spokesperson to share your ideas with the entire group.

34. At your table:
Complete 9 types of Curriculum Adaptations for each student and assignment as directed.

35. How to decide? Involve the student Understand the disability
Communicate with GE teacher
Know standards and purpose of assignment.

36. What is Fair?
Ponder this at your table

37. Ponder this
We will conduct all of our interactions with students based on the most current data, research, and current thinking in our field. When this information changes, we will change our practice.
Source Unknown

38. Teachers ARE the Solution!