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Chapter 9 Adaptations Sanda Hird & Daniel Camaclang The **lesson outline** consisted of : Terms Health plan – issues, projects Identify Lessons Differentiate/Multi-level The next class presentations are: ADHD FASD ASD ED Learning Extension #2 is due February 15th. The teacher discussed “the deal” with the class. Provincial Curriculum (including differentiated instruction) Teacher noted that these terms can mean different things to different people. Words have ambiguous meanings. What is a smartboard? A smartboard could be anything. What does inclusion mean? Differentiation? Accommodation is a better term that is all-encompassing. Some students require adaptations to complete the curriculum. Adaptations are at the individual level, specific to a student. Differentiation is different because it is at a broader level and with more options. (eg. books in brail, specific adaptations, an accommodation). Adaptations should be available to everyone – differentiated instructions such as books on tape are good for ESL students, those with dyslexia, low grade level students and auditory learners. More specific adaptations would be books in Braille or a sign language interpreter. Extra time is another adaptation (people sometimes think that adaptations are not fair). If a student does well, will the adaptation be an advantage? Think about the best student in the class. If you let them have a specific measure and it benefits them, the measure is an advantage. If it does not benefit them, then it is an accommodation. Support Personnel is a team of all the people who could be on a support team for a particular student.

__ Redesign Course Content __ Modification is needed when there is a “significant cognitive disability” and the student needs 50% to pass. So pick the most important half and those will be the essential outcomes. They will do less than half of the curriculum. There will be no credits and the report card has an "M" designation. On cannot complete high school with "M" credits, and hence it is only for students with significant cognitive disabilities. The smallest group of students has individualized programming. In this case, even 50% of the curriculum might be too much to handle. In this case, most content needs to tailored for the needs of the individual student. (Cartoon - Clearing the path for people with special needs clears the path for everyone - Accommodating for a few may help more than just those with the special need.) The teacher talked about her experiences in student teaching where she was in a class with no science or social studies. By the end, the principal did check to see what amount of science was taught. Courses should be redesigned for these students and you could enrich the courses that the student is good at. (Break). Specific approaches: Tiered Instruction This method combines both differentiation and muti-level teaching. It provides teachers with a means of assigning different tasks within the same lesson or unit. The tasks will vary according to: readiness, interests (students work on what their interested in), learning profile (learning styles, multiple intelligences). Tiered assignments are differentiated learning tasks and projects that you develop based on your diagnosis of the students' needs. Teachers face the challenge of creating interesting, appropriately challenging, and engaging assignments. Steps and Suggestions Identify outcomes for the class and for specific students. What would be a good initiating activity? (Use as a common experience for the whole class). When tiering, you can adjust: level of complexity (eg. Bloom), materials the students use (eg. complexity of reading material), form of expression (video, poster, presentation), amount of structure, number of steps, time, level of dependence. There are numerous was to tier student's assignments. Handouts: -Content Catalysts, Processes, and Products (CCPP) Toolkit -Projects, Presentations and Performances (Grade 6 & up)