The first step in adapting instruction is to ensure good teaching methods. Your understanding of evidence-based approaches should be broad, and your student teaching experience provides opportunities for you to apply and polish your skills. Basic concepts for novice teachers include:

· Gaining and managing student attention

· Recognizing students' learning styles and preferences

· Providing an environment conducive to learning

· Explaining procedures and concepts clearly

· Stating your expectations

· Providing effective models and demonstrations

· Using systematic and sequential teaching approaches

· Varying group size and teaching format to promote active learning and mastery

· Using authentic, manipulatable and concrete materials

· Promoting positive interactions among children

· Utilizing proven tools, strategies and organizers

· Ensuring sufficient and appropriate practice

· Using and fading instructional prompts

· Providing frequent positive feedback and corrections when needed

Make sure that there are clear and descriptive ongoing assessment data that can be interpreted and analyzed. Include the following components:

· Assessment plan

· Formative evaluation

· Summative evaluation

· Graphs and narratives of student performance

· Clear analysis of learning and results

Use a systematic approach to determining what portion of the lesson or assignment needs modified. Make small changes and assess the effect. Large spontaneous changes are not effective in supporting student independence, acquisition of skills, or maintenance and generalization of content knowledge, skills and application.

· Consider the METHODS. Has what the teacher done supported the student's learning? Could further demonstration, explanation, or practice increase acquisition?

· Consider the MATERIALS. Is there enough concrete manipulation to internalize the skill? Is the reading level appropriate? Are there acceptable technological supports available to the student?

· Consider the OUTCOMES. Are outcomes relevant? Would minor changes increase the student's ability to learn the content?

· Consider SUPPORTS. With a constant goal of unassisted independent skills, would the help of a peer, adult or assistive device support the acquisition of the skill? Assessment can be used to determine how and if supports can be faded.

Special Education Supplement to A Guide for Student Teaching, Millersville University (2005), PA

Nine Types of Adaptations

From Adapting Curriculum and Instruction in Inclusive Classrooms: A Teacher’s Desk Reference, by C. Deschenes, D. Ebeling, & J. Sprague, 1994

Size

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

For example: Reduce the number of social studies terms a learner must learn at any one time.

Time

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

For example: Individualize a timeline for completing a task; pace learning differently (increase or decrease) for some learners.

Level of Support

Increase the amount of personal assistance with a specific learner.

For example: Assign peer buddies, teaching assistants, peer tutors, or cross-age tutors.

Input

Adapt the way instruction is delivered to the learner.

For example: Use different visual aids, plan more concrete examples, provide hands-on activities, place students in cooperative groups.

Difficulty

Adapt the skill level, problem type, or the rules on how the learner may approach the work.

For example: Allow the use of a calculator to figure math problem; simplify task directions; change rules to accommodate learner needs.

Output

Adapt how student can respond to instruction.

For example: Instead of answering questions in writing, allow a verbal response, use a communication book for some students, allow students to show knowledge with hands-on materials.

Participation

Adapt the extent to which a learner is actively involved in the task.

For example: In geography, have a student hold the globe, while others point out locations.

Alternate

Adapt the goals or outcome expectations while using the same materials.

For example: In social studies, expect a student to be able to locate just the states while others learn to locate capitals as well.

Substitute Curriculum

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

For example: During a language test, one student is learning computer skills in the computer lab.