Equity
Nine Types of Curriculum Adaptations
Quantity *
• Adapt the number of items that the learner is expected to learn or number of activities student will complete prior to assessment for mastery.
For example: Reduce the number of social studies terms a learner must learn at any one time. Add more practice activities or worksheets.
Input *
Adapt the way instruction is delivered to the learner.
For example: Use different visual aids, enlarge text, plan more concrete examples, provide hands-on activities, place students in cooperative groups, pre-teach key concepts or terms before the lesson.
Participation *
Adapt the extent to which a learner is actively involved in the task.
For example: In geography, have a student hold the globe, others point out locations. Ask the student group. Have the student turn the pages on your lap (kindergarten).
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.
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 problems; simplify task directions; change rules to accommodate learner needs.
Output *
Adapt how the 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.
Alternate Goals •
Adapt the goals or outcome expectations while using the same materials. When routinely utilized, this is only for students with moderate to severe disabilities.
For example: In a social studies lesson, expect a student locate the colors of the states on a map, while other students learn to locate each state and name
the capital.
Level of Support *
Increase the amount of personal assistance to keep the student on task or to reinforce or prompt use of specific skills. Enhance adult-student relationship; use physical space and environmental structure.
For example: Assign peer buddies, teaching assistants, peer tutors,or cross-age tutors. Specify how to interact with the student or how to structure the environment.
Substitute Curriculum • Sometimes called “functional curriculum”
Provide different instruction and materials to meet a learner’s individual goals. When routinely utilized, this is only for students with moderate to severe
disabilities.
For example: During a language lesson a student skills with an aide. This adaptation is an accommodation demonstrate mastery of the standard The key
concept is: Will the student ultimately master the same material but demonstrate that mastery in alternate ways or with alternate supports? If standards are not fundamentally or substantially altered, then this adaptation is an accommodation to a learning or performance difference.
This adaptation is a modification demonstrate mastery of If routinely utilized, these adaptations are modifications and require goals and assessment. Substantially altered by
Diana Browning Wright with permission from Jeff Sprague, Ph.D. from an original by DeSchenes, C., Ebeling, D., & Sprague, J. (1994)
.
Adapting Curriculum
& Instruction in Inclusive Classrooms:
A Teachers Desk Reference.
ISDDCSCI
Publication. Diana Browning Teaching
NineTypes_
Quantity *
• Adapt the number of items that the learner is expected to learn or number of activities student will complete prior to assessment for mastery.
For example: Reduce the number of social studies terms a learner must learn at any one time. Add more practice activities or worksheets.
Input *
Adapt the way instruction is delivered to the learner.
For example: Use different visual aids, enlarge text, plan more concrete examples, provide hands-on activities, place students in cooperative groups, pre-teach key concepts or terms before the lesson.
Participation *
Adapt the extent to which a learner is actively involved in the task.
For example: In geography, have a student hold the globe, others point out locations. Ask the student group. Have the student turn the pages on your lap (kindergarten).
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.
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 problems; simplify task directions; change rules to accommodate learner needs.
Output *
Adapt how the 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.
Alternate Goals •
Adapt the goals or outcome expectations while using the same materials. When routinely utilized, this is only for students with moderate to severe disabilities.
For example: In a social studies lesson, expect a student locate the colors of the states on a map, while other students learn to locate each state and name
the capital.
Level of Support *
Increase the amount of personal assistance to keep the student on task or to reinforce or prompt use of specific skills. Enhance adult-student relationship; use physical space and environmental structure.
For example: Assign peer buddies, teaching assistants, peer tutors,or cross-age tutors. Specify how to interact with the student or how to structure the environment.
Substitute Curriculum • Sometimes called “functional curriculum”
Provide different instruction and materials to meet a learner’s individual goals. When routinely utilized, this is only for students with moderate to severe
disabilities.
For example: During a language lesson a student skills with an aide. This adaptation is an accommodation demonstrate mastery of the standard The key
concept is: Will the student ultimately master the same material but demonstrate that mastery in alternate ways or with alternate supports? If standards are not fundamentally or substantially altered, then this adaptation is an accommodation to a learning or performance difference.
This adaptation is a modification demonstrate mastery of If routinely utilized, these adaptations are modifications and require goals and assessment. Substantially altered by
Diana Browning Wright with permission from Jeff Sprague, Ph.D. from an original by DeSchenes, C., Ebeling, D., & Sprague, J. (1994)
.
Adapting Curriculum
& Instruction in Inclusive Classrooms:
A Teachers Desk Reference.
ISDDCSCI
Publication. Diana Browning Teaching
NineTypes_
