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Adapting and Accommodating for all Learners

Adapting and Accommodating for all Learners

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Adapting and Accommodating for all Learners

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  1. Adaptingand Accommodating for all Learners

  2. Our Objectives for TodayOUTCOMES FOR TODAY ~Everyone will expand their thinking when it comes to adaptations and accommodations. Participants will learn some new tools and strategies that they can use immediately.

  3. OUTLINE • Introduction ~ Bridget & Nancy • What does she need? • Adaptations • How to get started • learner • curriculum • environment • Tools and Strategies • Mini books • graphic webs • preview • technology

  4. My ExperienceWe never segregate thepeople we value. • Inclusion – What would she be doing if she did not have Down Syndrome? • How can we address both academic learning & Social inclusion? • How will she learn? • What will she learn? • How can we accommodate for her needs and include her?

  5. WHAT DOES SHE NEED? • Supportive community that accepts and supports her. • Academic adaptations so she will have access to the curriculum • Opportunities to participate in the full educational experience.

  6. Why ADAPT?

  7. WHY do we Need to think about ADAPTATIONS & ACCOMMODATIONS? • IDEA • Diverse students in our classrooms • Inclusion

  8. IDEA ’97 Says . . . Each public agency shall ensure that: A child with a disability is not removed from education in age-appropriate regular classrooms solely because of needed modifications in the general curriculum. 34 CFR #300.352(e)

  9. “The IEP for each child with a disability must include--- A statement of the program modifications…that will be provided for the child • To advance appropriately toward attaining the annual goals; • To be involved and progress in the general curriculum • To be educated and participate with other children with disabilities and non-disabled children…” IDEA Regulations, 34 C.F.R.§300.347(a)(3)

  10. Evolution of Supports and Services in General Education Bill Peters 1991

  11. WHAT MAKES IT WORK?

  12. Professional Development Teaming Adapt Curriculum Vision And Attitude What Makes Inclusion Work Build Relationships Effective Instructional Strategies Resources

  13. Get Started ~Take a look at … Learner Environment Curriculum

  14. A LOOK AT THE LEARNER

  15. THE LEARNER … Is Exposed to The General Curriculum Is accountable and Tested on some of the Curriculum (essential and enduring concepts) will demonstrate their Learning by …

  16. What does the learner need to be part of the educational process? Organization, Previewing, a system for learning

  17. preview the material test taking strategies Note taking tools

  18. Preview

  19. Student LEARNER PROFILE • Strengths • Needs • Areas for improvement • Support needed to be part of the process

  20. The student is successful when… • He previews the information • He has pictures • He has a picture schedule • He can work with a group • He can relate the concept to something concrete. • He receives direct reading instruction • He has writing supports • He has math supports (manipulatives, touch math, with assistants)

  21. BIG QUESTIONS • WHAT is the student going to learn? • WHEN is the student going to learn the information? • WHERE is the student going to learn? • WHO is going to teach the student? • HOW is the student going to learn?

  22. IEP at a Glance Student’s Name: Support Teacher (s):

  23. Individual Educational Program &General Education Matrix Regular Class Schedule Journal Morning Meeting Reading Spelling/ LA PE/Music/Library Lunch Math Science/ SS Writing simple sentences X X X X X IEP Goals MGMT. Needs

  24. TAKE A LOOK AT The CURRICULUM

  25. Adaptations • Accommodations • Modifications

  26. Accommodations Changes in HOW a student accesses or demonstrates learning Does not substantially change instructional level, content or performance level Goal = provide equal access to learning Modifications Changes in WHAT a student is expected to learn. Changes may be made in instructional level, content or performance level. Goal = provide meaningful & productive learning experiences Adaptations

  27. or Modification? Accommodation? Instead of writing a complete paragraph, have the student draw a picture and label it. þ Allow the student to come in before school to work on a project. þ Provide the student with an uncluttered version of an assignment/test with additional space to write. þ Instead of completing a research paper, have the student locate library materials for the class on the topic. þ Provide audio versions of textbooks, and have the student follow the text while listening. þ

  28. or Modification? Accommodation? Instead of writing a complete paragraph, have the student draw a picture and label it. þ Allow the student to come in before school to work on a project. þ Provide the student with an uncluttered version of an assignment/test with additional space to write. þ Instead of completing a research paper, have the student locate library materials for the class on the topic. þ Provide audio versions of textbooks, and have the student follow the text while listening. þ

  29. or Modification? Accommodation? To assist with note-taking, provide an outline with main points. þ Allow student to use the computer to take a spelling test instead of writing the words. þ Allow student to provide a verbal response to an essay question on a science test. þ Instead of writing a five paragraph essay, have the student write one paragraph with at least five sentences. þ Have student be accountable for a few main concepts of a unit, rather than all the material. þ

  30. 8 Types of Adaptations

  31. Types of AdaptationsAdapted from the Center for School & Community Integration, Institute for the Study of Developmental Disabilities, Indiana University, Bloomington, IN

  32. SORT THE 8 TYPES SUBJECT : WATER CYCLE GOAL: Students will be able to describe the water cycle INSTRUCTIONAL PLAN: The students will draw the water cycle and write a paragraph describing how it works

  33. Types of AdaptationsAdapted from the Center for School & Community Integration, Institute for the Study of Developmental Disabilities, Indiana University, Bloomington, IN Goal for Most learners: The students will be able to describe how the water cycle works. Instructional Plan for Most Learners: The students will draw the water cycle and write a paragraph describing how it works. Have a peer work with the student on the paragraph to brainstorm ideas, formulate sentences and edit the end product. Allow the student to write a few sentences rather than a complete paragraph. Allow the student to use free time or come in before school to work on the project. Provide the student with a model and pre-labeled cards to place on the diagram as s/he listens to the classroom explanation. Allow the student to type the paragraph on the computer, using a word prediction program. Provide the student with a “word bank” to assist in writing the paragraph. Have the student go to the school library to locate materials on the water cycle for the class to use during the unit. Change the goal to learning that water exists in different forms. Have the student locate magazine pictures of water in all its forms.

  34. IDEAL Method of Adapting Maintain the INTEGRITY of the curriculum Reduce the DENSITY of the material Be ECLECTIC ACCOMMODATE the child’s learning needs Remember the LEARNING STYLES

  35. DENSITY Integrity

  36. ECLECTIC Selecting elements from a variety of sources, systems, or styles

  37. Accommodate the child’s learning needs And Assess Appropriately

  38. LEARNING STYLES

  39. Backward Design LogicFrom Understanding by Design Begin with the end in mind! Universal Design Access for everyone

  40. CURRICULUM It is good to look at CURRICULUM with a birds eye view!

  41. Planning Pyramid What SOME students will learn Incidental Concepts More complex, abstract, & detailed What MOST students will learn Next Most Important Info. Additional facts, extensions of base concepts, more complex concepts and vocabulary What ALL students should learn Most Important Concepts to Lesson/Unit Broad concepts, relevant applications, key vocabulary Foundational Concepts, Selected Higher Order Concepts Adapted from: Schumm, J. S., Vaughn, S. & Harris J., “Pyramid Power for Collaborative Planning”

  42. Plate Tectonics1 week science 8th grade • The earth changes over time • There are ocean plates and land plates that change the earth when they move

  43. TRY IT OUT !

  44. The seven most dangerous words: “HE WON’T GET ANYTHINGOUT OF IT !!!”