Curriculum Adaptations For Exceptional Students
Curriculum Adaptations forExceptional StudentsOr, “There’s more than one way to get to thePiggly Wiggly.”Presentation byKelly Abell NelsonSPED TeacherAtBrookwood ElementarySMSD
What kinds of adaptationsdo you use to help youthroughout your day?
What are curriculum adaptations?Adaptations are accommodationsand/or modifications that allowaccess to the general educationcurriculum for all students.
AdaptationsAccommodationsModificationsDo not fundamentally alter expectations orstandards in instructional level, content orperformance criteria.Do fundamentally alter expectations orstandards in instructional level, content orperformance criteria.Changes are made in order to provide equalaccess to learning and equal opportunity todemonstrate what is known.Changes are made to provide studentmeaningful and productive learningexperiences based on individual needs andabilities.Grading is same.Grading is different.Diana Browning Wright, Teaching and Learning Trainings, 2003
Now that I have IEP Goals, whathappens next?1. What would be the goal for a typicalstudent?2. What would really make a difference inthis student’s life?At this point you need to figure out whatmeaningful participation will looklike for this particular student:
Decision-Making Model forDesigning Curricular AdaptationsExamine theStructure of theInstructionExamine theDemands andEvaluation Criteriaof the TaskExamine theLearningEnvironmentExamine theMaterials forLearningExamine theSupport StructureArrange AlternateActivities thatFoster Participationand InteractionFrom: Udvari-Solner, A. (1994). Curriculum Adaptations Project.
Examine the Structure of theInstruction, or Determine the Levelof Meaningful ParticipationGuiding Question #1Can the student participate in theactivity like any other student?Yes?No? Go to next ?From: Udvari-Solner, A. (1994). Curriculum Adaptations Project.
Guiding Question #2Can the student participate in the activitywith changes in materials/equipment,input/output mode, or skill sequence?Yes?No? Go to next ?From: Udvari-Solner, A. (1994). Curriculum Adaptations Project.
Guiding Question #3Can the student participate in the activitybut work on different level material in thesame goal area?Yes?No? Go to next ?From: Udvari-Solner, A. (1994). Curriculum Adaptations Project.
Guiding Question #4Can the student participate in the activitybut work on a skill from a differentcurriculum area?From: Udvari-Solner, A. (1994). Curriculum Adaptations Project.
How do I know if it was meaningful?Is the student: Involved throughout the activity? Working on IEP objectives? Presented in a valued social role? Engaged in actions that have “congruence”with the class/subject/activity taking place?From: Udvari-Solner, A. (1994). Curriculum Adaptations Project.
Decision-Making Model forDesigning Curricular AdaptationsExamine theStructure of theInstructionExamine theDemands andEvaluation Criteriaof the TaskExamine theLearningEnvironmentExamine theMaterials forLearningExamine theSupport StructureArrange AlternateActivities thatFoster Participationand InteractionFrom: Udvari-Solner, A. (1994). Curriculum Adaptations Project.
Examine the Demands and EvaluationCriteria of the TaskWill the student need adapted curriculargoals? adjust performance standardsadjust pacingsame content but less complexsimilar content with functional/directapplicationsadjust the evaluation criteria or system(grading)adjust management techniquesFrom: Udvari-Solner, A. (1994). Curriculum Adaptations Project.
Decision-Making Model forDesigning Curricular AdaptationsExamine theStructure of theInstructionExamine theDemands andEvaluation Criteriaof the TaskExamine theLearningEnvironmentExamine theMaterials forLearningExamine theSupport StructureArrange AlternateActivities thatFoster Participationand InteractionFrom: Udvari-Solner, A. (1994). Curriculum Adaptations Project.
Examine the Learning Environment Can the changes be made in theclassroom environment or lesson locationthat will facilitate participation?From: Udvari-Solner, A. (1994). Curriculum Adaptations Project.
Decision-Making Model forDesigning Curricular AdaptationsExamine theStructure of theInstructionExamine theDemands andEvaluation Criteriaof the TaskExamine theLearningEnvironmentExamine theMaterials forLearningExamine theSupport StructureArrange AlternateActivities thatFoster Participationand InteractionFrom: Udvari-Solner, A. (1994). Curriculum Adaptations Project.
Examine the Materials for LearningWill different materials be needed toensure participation? same content but variation in size, number,formatadditional or different materials/devicesmaterials that allow a different mode of inputmaterials that allow a different mode of outputmaterials that reduce the level of abstraction ofinformationFrom: Udvari-Solner, A. (1994). Curriculum Adaptations Project.
Decision-Making Model forDesigning Curricular AdaptationsExamine theStructure of theInstructionExamine theDemands andEvaluation Criteriaof the TaskExamine theLearningEnvironmentExamine theMaterials forLearningExamine theSupport StructureArrange AlternateActivities thatFoster Participationand InteractionFrom: Udvari-Solner, A. (1994). Curriculum Adaptations Project.
Examine the Support StructureWill personal assistance be needed toensure participation? from peers of the general education instructor?from the support facilitator?from therapists?from paraprofessionals?others?From: Udvari-Solner, A. (1994). Curriculum Adaptations Project.
Decision-Making Model forDesigning Curricular AdaptationsExamine theStructure of theInstructionExamine theDemands andEvaluation Criteriaof the TaskExamine theLearningEnvironmentExamine theMaterials forLearningExamine theSupport StructureArrange AlternateActivities thatFoster Participationand InteractionFrom: Udvari-Solner, A. (1994). Curriculum Adaptations Project.
Arrange Alternative Activities thatFoster Participation and Interaction Will a different activity need to bedesigned and offered for the student anda small group of peers?From: Udvari-Solner, A. (1994). Curriculum Adaptations Project.
Nine Types of AdaptationsInputOutputTimeAdapt the way instructionis delivered to the learnerAdapt how the learner can Adapt the time allottedrespond to instructionand allowed for learning,task completion or testingDifficultyLevel of SupportSizeAdapt the skill level,problem type, or the ruleson how the learner mayapproach the workIncrease the amount ofpersonal assistance withspecific learner.Adapt the number ofitems that the learner isexpected to learn orcomplete.Degree of ParticipationAlternate GoalsSubstitute CurriculumAdapt the extent to whicha learner is activelyinvolved in the taskAdapt the goals oroutcome expectationswhile using the samematerials.Provide the differentinstruction and materialsto meet a learner’sindividual goals.From: Ebeling, D.G. ,Ed.D., Deschenes, C.,M.Ed., & Sprague, J.,Ph.D.(1994). Adapting curriculum and instructionThe Center for School and Community Integration, Institute for the Study of Developmental Disabilities.
Why do we want to use curriculumadaptations?
Looking at learning innew anddifferent ways.Get creative!
EM 1.1.8 – Student understands concepts ofnumbers greater than one.Activity:Present studentwith a card. Say,“Show me a cardwith ONE MOREanimal.”
EM 1.1.8 – Student understands concepts ofnumbers greater than one.Activity:Student completesworksheet by countinganimals and makingcorrect number of tallymarks in boxes below.
EM 1.1.9 – Student recognizes whole and partsof a whole.Activity:Student draws a cardwhich “orders” twohalves of a pizza.Student uses the twohalves to make a wholepizza.
EM 1.1.13 – Student understands the values ofcoins and/or currency.Activity:Student matches billswith like values.
EM 1.1.14 – Student understands theequivalencies of coins and/or currency.Activity:Student identifies whichitem(s) can bepurchased with givenamount of money.
EM 1.1.14 – Student understands theequivalencies of coins and/or currency.Activity:Student completesworksheet identifyingamount of money infirst box and thencircling the group ofcoins with matchingamount.
EM 1.2.2 – Student counts manipulatives.Activity:Student counts piecesof candy on cards andclips matching clothespins to cards.
EM 1.2.2 – Student counts manipulatives.Activity:Student reads numberof Unifix cubesrequested and countsout matching amount ofcubes.
EM 1.3.3 – Student estimates the amount ofpurchase.Activity:Given three itemsand their cost, thestudent willdetermine whichtwo can bepurchased with agiven amount ofmoney up to 10.
EM.1.4.1 understands add meanscombine/put together; and/or subtract meanstake-awayActivity:Student is given a boxof fries and a bag of“extra” fries. They thendraw a card to indicatewhether they shouldadd or take away friesfrom the box.
EM 1.4.4 – Student skip counts by 2, 5, 10,and/or 25Activity:Student matchescards with pennies,nickels, dimes orquarters to theappropriate pocket.
EM 2.1.3 – Student matches or generalizespatterns.Activity:Student reads “Monster,Monster”by Melanie Walshand matches papercutouts of storycharacters to theirshadows.
EM 2.1.3 – Student matches or generalizespatterns.Activity:Student draws card todetermine which shapeto look for in the castle.Using the key, thestudent identify whichprincess is linked with aspecific shape.
EM 2.1.3 – Student matches or generalizespatterns.Activity:Student matchesshapes to theirshadows (identifiesshape patterns).
EM 2.1.4 – Student generates a pattern.Activity:Student looks at cardsand identifies patterns.Student uses plasticchains to make andcontinue the patterns.
EM 2.1.4 – Student generates a pattern.Activity:Student looks at cardsand identifies patterns.Student uses woodentangrams to continuethe patterns.
EM 2.1.4 – Student generates a pattern.Activity:Student completesworksheet by filling inmissing letters inalphabet.
EM 2.1.4 – Student generates a pattern.Activity:Student completesworksheet by circlingthe letter that comesnext in the alphabet.
EM 2.1.5 – Student generalizes repeatingpatterns.Activity:Student identifiesrepeating patterns ofdays of the week andmonths of the year byplacing cards in thecorrect order.
EM 2.3.2 – Student identifies same and/ordifferent.Activity:Student completesworksheet bycircling items whichare different.
EM 2.3.2 – Student identifies same and/ordifferent.Activity:Student completesworksheet by matchingshapes that are thesame.
EM 2.3.2 – Student identifies same and/ordifferent.Activity:Student completesworksheet bymatching letters thatare the same.
EM 2.3.5 – Student locates, matches, and/orplots distinct variables in sequence along acontinuum.Activity:Student places lettersin ABC order.
EM 3.1.2 – Student sorts by specific attributesthree-dimensional shapes and/ormanipulatives.Activity:Student sorts items bycolor or by attribute.
EM 3.1.3 – Student orders by an attribute.Activity:Student puts papercutouts in order fromsmallest to largest orvice versa.
EM 3.1.4 – Student recognizes and/or labelsshapes.Activity:Student sorts shapes.
EM 3.1.4 – Student recognizes and/or labelsshapes.Activity:Student completesworksheet by matchinglike shapes.
EM 3.1.5 – Student combines and/or separatesshapes into different configurations.Activity:Student reads “ColorFarm” and/or “ColorZoo” by Lois Ehlert.Student then uses cardoverlays to recreateanimals from the books.
EM 3.2.3 – Student tells analog and/or digitaltime.Activity:Student matches clockflashcards to theirmatching times.
EM 3.2.4 – Student converts within the samemeasurement system.Activity:Student measures paperanimals using bothinches and feet.
EM 3.3.7 – Student uses a map to find alocation.Activity:Student draws a cardand finds the locationlisted on the card.
EM 3.3.7 – Student uses a map to find alocation.Activity:Student draws acard and finds thelocation listed onthe card.
EM 3.3.8 – Student traces a route on a map.Activity:Student completesworksheet by tracing acomplete route throughthe maze.
EM 4.1.2 – Student recognizes whether anevent (outcome) is impossible or possible.Activity:Student looks atworksheet. Adultreads prompt (ex. “Anegg is dropped on thefloor. What willhappen?”). Studentcircles what will mostlikely happen in thisevent.
EM 4.1.3 – Student recognizes the likelihood ofpossible results or outcomes of a simple event.Activity:Student looks atfootball “scores” andpredicts who will mostlikely win the gamebased on the givenscores.
EM 4.2.1 – Student makes decision on appropriatenessor preference, given information on possible choices.Activity:Student is given anactivity and chooses theappropriate location tocomplete that activity.
EM 4.2.2 – Student collects data relating tofamiliar, everyday experiences.Activity:Student graphsclassroom lunch orders(Lunch A, Lunch B,Peanut Butter and Jellyor Sack Lunch).
ER 1.1.9 – Student understands cause andeffect.Activity:Student reads If YouGive a Mouse a Cookieand answers “If, Then”questions relating tothe story events
ER 1.1.10 – Student discriminates similaritiesand/or differences.Activity:Student sorts cardsaccording to colorcharacteristics.
ER 1.1.11 – Student matches.Activity:Student matchesfull-size calendarpictures to smaller“thumbnail”pictures from theback of thecalendar.
ER 1.1.12 – Student follows directions.Activity:Student follows visualdirections to create apaper animal
ER 1.3.2 – Student recognizes patterns.Activity:Student identifiescommon signs andidentifies which signbest matches thequestion beside them.
ER 1.3.3 – Student follows a routine.Activity:Student follows a visualschedule to completethe daily routine oflogging on to thecomputer.
ER 1.3.4 – Student follows a story sequence.Activity:Student is read I Knowan Old Lady WhoSwallowed a Fly andplaces animals in herstomach according totheir story order
ER 1.4.1 – Student recognizes and/orcomprehends frequently used (sight orcommon) words.Activity:Student reads phrasesand sentences fromEdmark reading seriesand matches them tothe appropriatepicture.
ER 1.4.1 – Student recognizes and/orcomprehends frequently used (sight orcommon) words.Activity:Student readssentences featuringsight word nouns andmatches pictures ofthose nouns to thesentences.
ER 1.4.1 – Student recognizes and/orcomprehends frequently used (sight orcommon) words.Activity:Student readssentences using sightwords and chooses thesentence that describesthe picture.
ER 1.4.2 – Student understands multiplemeanings of words.Activity:Student completesworksheet by circlingthe picture showing themeaning of the wordused in the sentence
ER 1.5.1 – Student understands the basicmessage of text.Activity:Student reads movieschedule and answersquestions based on thegiven information
ER 1.5.1 – Student understands the basicmessage of text.Activity:Student completesworksheet by looking atthe pictures and circlingthe word that bestcompletes eachsentence
ER 1.5.2 – Student identifies simple detail and/orfacts in messages to supportunderstanding.Activity:Student reads ordercard and fills the orderaccording to the detailson the card.
ER 1.5.4 – Student follows a story sequence.Activity:Student listens to astory and recreatessequence usingpicture cards.
ER 1.5.5 – Student demonstrates oral/silentreading skills that focus on the meaning of textActivity:Student readsinstructions andcompletes theworksheet
ER 2.1.1 – Student identifies main character.Activity:Student reads an OpenCourt take-home bookand circles the pictureshowing the maincharacter from the story.
ER 2.1.1 – Student identifies a character.Activity:Student listens to ashort story andthen chooses thepicture which bestidentifies the maincharacter(s).
ER 2.1.3 – Student identifies detail (setting,action, etc.).Activity:Student is read a Disneyprincess book and thenidentifies and selectspaper cutouts ofcharacters from thatstory
ER 2.2.3 – Student relates story events toevents in learner’s life.Activity:Student reads SamStarts School andcompares settingsfrom his own schoolto those in the story.
ER 2.4.3 – Student identifies fiction andnonfiction.Activity:Student identifies realor mythical creaturescorrelating to 6th gradesocial studies topics(ancient cultures)
ER 2.4.3 – Student identifies fiction andnonfiction.Activity:Student identifiesevents as fact orfiction correlatingwith 5th grade socialstudies andliterature topics.
Special Thanks:Kristin Archer, M.S.E.Resource SpecialistFor giving me permission to look at thecurriculum differently and sharing herideas and materials.Dan WalkerStudentWho makes me smile and inspires me towant to make a difference.
Adapting curriculum and instruction . The Center for School and Community Integration, Institute for the Study of Developmental Disabilities. Why do we want to use curriculum adaptations? Looking at learning in new and different ways. Get creative! EM 1.1.8 – Student understands concepts of
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