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ED-D 420 - ADAPT – IN – ACTION - February 3 rd , 2011.
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ED-D 420 - ADAPT – IN – ACTION - February 3rd, 2011. • Interestingly, during the course of pursuing data (websites, videos, book information) for this assignment, it became apparent that the ADAPT strategy is something practically applied by teachers in the field, which doesn't receive much public or state attention aside from how it might lead to an IEP. In my many hours of perusing the web, I found little reference to ADAPT, but heaps of information regarding IEPs. As such, I took the approach of defining and examining the strategy, how it might lead and/or be useful to an IEP, and ‘lines of flight’ for further inquiry or research and information... • Here you will find essential definitions, useful websites with details concerning accessibility and applicability, and an IEP descriptor from ‘setbc’ followed by some practical human voices speaking about the IEP process. • The ADAPT strategy is useful in leading up to and monitoring the implementation of IEP’s. • IEP’s exist for learning disabled students in Canada, the U.S., and the U.K..
.....What .....is..... A D A P T > ? • A= Account: As in an account of the student's strengths and needs. Assessment would also fit here nicely. This step requires that you know the student well, beginning with their confidential file, and building on the knowledge therein with observations and reciprocal interpersonal relationships between teacher, student, parents, school resource teacher, counselor, principal, consultants, and all members of the school based team. The account should include mention of social, emotional, and behavioral strengths, physical strengths and weaknesses, and academic strengths and weaknesses. • D= Demands: As in the specific demands of your classroom. What is expected of the students? Are all students expected to meet these expectations? Where will you draw the line between adaptation and modification of curriculum and assessment? Social, emotional, behavioral, and physical demands should be taken into account here. For example, blind students will require a consistent floor plan with little clutter. Academic demands are manifest in the materials and techniques you use, as well as in your teaching style. They also show up in assessment and evaluation methods. Alternate means of doing things are carefully considered in this step. • A= Adaptations: As in the adaptations you will have to make to eliminate mismatches in your classroom. Longer time to finish assignments=adaptation. Radically altered curriculum to meet the needs of students with exceptionalities=modifications. To give a broad umbrella example, ‘UDL’= a universal adaptation. It is possible to ADAPT the fundamental organization of the class. Different combinations of visual, oral, and written means, as well as any combination of software specific programs for technology use may be brought in for students to present/produce course specific output. Bypassing is another method for adaptation - these minimize the impact of a disability. For example, using a computer to bypass problematic math skills or spell checker for english spelling issues. Teaching students basic learning and study skills can also be an integral part of adaptation beneficial to students.
.....What .....is..... A D A P T > ? • P= Perspectives: As in considering multiple perspectives and consequences of adaptations. Future projections of best/worst case scenarios and multiple outcomes prior to implementing your adaptation will be helpful in achieving success overall. Ongoing critical reflection, monitoring, and micromanagement of details that arise can be helpful as well. What’s working? What’s not working? Try to choose adaptations that benefit as many members of the class as possible. Take the perspective of the exceptional learner. What are your likes and dislikes? How could these be incorporated to facilitate learning? How’s the level of respect in the class? Examine the perspectives of various students in the class, ‘taking their POV’, and try to make things interesting and fun for the greatest number - including everyone. Consider community perspectives including parents and administrators - how are things going? Keep lines of communication open and be realistic. • T= Teach: As in implementing your changes in classroom practice and assessing the success of your adaptive match. Consistent, intensive intervention to teach self monitoring will usually be the task of a paraeducator if an IEP is in place for a given student. Consider how well your adaptations are going and whether or not things need changing up. Don’t rush changes, but provide gradient appropriate challenges. Ongoing troubleshooting through close observation is natural for most classroom teachers. Keep an eye on how engaged the student is, how they are finding the changes, marks, problems, things that ARE working, and parental input. • Stay professionally informed on the internet and through academic journals!
Some essential definitions and the initial steps in the IEP process. • Self monitoring and self regulation are key concepts in educational psychology and are typically expected for the functional socialization of highly varied, multicultural students in mixed classes in the high school environment. • Collaboration with a school based team is an integral part of the ADAPT strategy for IEP students. • Resource teachers include learning resource teachers, educational assistants, and tutors. • Steps in a school-based team process include: • Talking to the student. • Talking to parents and colleagues. • Arranging a meeting between the school resource teacher and teacher (and/or parents). • Arranging a meeting between the school resource teacher, parents, teachers, principals, district consultants, and support worker(s). School Team: This team works to identify student needs, generate practical strategies, determine the best course of action, set up an evaluation plan, put an IEP in writing. This team works out appropriate measures to implement and monitor a plan for the student.
Helpful Links for ADAPT and IEPs. • All components and details of an IEP can be found at the BC Ministry of Education website here: http://www.bced.gov.bc.ca/specialed/iepssn.htm • Other Useful Websites: • http://www.focusas.com/index.html • Focus Adolescent Services – if you go to 'state directories' and pick CANADA out of the US states (there's a territory joke in here somewhere) there's an excellent list of services 'North of the border'. • http://www.ablelink.org/public/new/index.html • Ability Online is a site for young people with disabilities – a 'safe' environment for chat, counseling, various services including inspirational stories and job search options. • http://www.rcpsych.ac.uk/college/faculties/childandadolescent/booksforteensadults.aspx#disandchronic • This one's a book reading guide at the Royal College of Psychyatrists in the UK. Some great titles here for students with aspergers, add, etc. • http://www.setbc.org/ • This is the website for special eduation technology in BC. After an IEP has been established, and if any assistive technologies have been designated or decided upon as helpful by the school team, this would be the place to research regarding tech service support.
Finally, some Youtube videos that may provide a little insight...
(Click image to see a video on IEP development.- American - with issues relevant to Canadian model)
(Click for video on “Accomodation”, from various perspectives, American)
(Click image to see an assistance video for parents attending their first IEP meeting)
Thanks for checking out my presentation on ADAPT and IEP’s.Have a Wonderful Day!!(Click pic. for Bob...)
