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NINE TYPES OF ADAPTATIONS. SUGGESTIONS FOR DIFFERENTIATING INSTRUCTION FOR SPECIAL NEEDS STUDENTS. Common Core Standards. A must for all students

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Nine types of adaptations

NINE TYPES OF ADAPTATIONS

SUGGESTIONS FOR DIFFERENTIATING

INSTRUCTION FOR SPECIAL NEEDS STUDENTS

A.Street Lit Center 2013-2014


Common core standards
Common Core Standards

  • A must for all students

  • Students with special needs-including ESL, LD, gifted, and other students needing support- may benefit in achieving the CCS by individualized help using some of the following strategies or procedures.

A.StreetLit Center 2013-2014


1 size
1. SIZE

Adapt the number of items the learner is expected to learn or complete

  • Less is often more

  • In-class or homework assignments

    Ex: Reduce the number of science terms the learner must learn at any one time.


2 time
2. TIME

Adapt the time allotted or allowed for learning, task completion, or testing**

Ex: Pace learning differently by increasing or decreasing time for some learners—create an individualized timeline for completing a long-term project or homework assignment.

Ex: Allow extra time for testing. (IEP)


3 level of support
3. LEVEL of SUPPORT

Increase the amount of personal assistance with a specific learner.

Assign a peer tutor

Small group or partner tasks

Pre-teach/Teach/Re-teach Method

Ex: One-on-one help before or after school or class


4 input
4. Input

Adapt and modify the way instruction is delivered.

Ex: Use visual aids, slideshows, overhead, charts, graphs

Ex: Hands on activities

Ex: Concrete examples

Ex: Cooperative groups-peer teaching

Ex: Provide notes page, graphic organizers

(partially completed); modify textbook

Ex: Consider multiple intelligences, learning styles when planning instruction


5 participation
5. Participation

Adapt the extent to which the learner is actively involved in tasks, discussions.

Ex: Think-Pair-Share

Ex: Pre-assign question/response

Ex: Involve as an assistant

Ex: Provide adequate think time

Ex: Non-verbal responses, private responses

Ex: Choice to work alone or partner


6 difficulty
6. Difficulty

Adapt the skill level, problem type, or modify procedures (rules) the learner must follow.

Ex: Simplify task directions

Ex: Provide step-by-step procedures

Ex: Allow use of calculator

Ex: Scale-back procedures

Ex: Adapt rules to insure success for some learners


7 output
7. Output

Adapt how a learner may respond to instruction or complete tasks.

Ex: Allow verbal responses rather than in writing

Ex: Allow use of hands-on materials to show that learner has acquired the knowledge

Ex: Use technology

Ex: Choices

Ex: Alternative testing—more frequent, but shorter tests on specific items; retest options


8 alternate goals
8. Alternate Goals

Modify outcomes or goals while using the same materials, standards.

Ex: Allow a learner to identify the location of the states, while others must also identify the capitals.


9 substitute curriculum
9. Substitute Curriculum

Provide different instruction and materials to meet a learner’s individual goals.

EX: Use prompts and cues

Ex: Provide step-by-step written/icon procedures or directions

Ex: Provide readers with similar

texts, but at the readers independent

level.


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