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Curriculum Adaptations/Modifications disability wise B.Ed notes study material creating inclusive school inclusion

The document discusses the importance of adaptations and modifications in the curriculum to accommodate children with special needs, emphasizing the necessity for an inclusive educational environment. It differentiates between adaptations, which adjust materials or assessments to meet student needs, and modifications, which involve changes to learning goals and expectations. The guidelines provided include strategies for various disabilities and outline the significance of personalized approaches to optimize learning across diverse classroom settings.

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Adaptations and Modifications: Introduction: The phenomenal increaseinthe numberof childrenwithspecial needsinschoolshasraisedconcernfor rethinkingandanalysis. The unique characteristics,interestandattitudesof childrenanddiversityin learningstylesdemanddifferential teachingmethodstobe usedbya teacherinthe classroomto facilitate learning.Inordertomeetthe diversity,there is aneedtodevelop aninclusive curriculum.NCF 2005 alsoemphasizesthe needof inclusive curriculum keepinginview the diversityof learners. The National CurriculumFrameworkonSchool Education(NCF - 2005) recommendsmakingcurriculum flexible andappropriatetoaccommodate the diversityof school childrenincludingthose with disabilitiesinbothcognitive andnon-cognitiveareas.The actionsteacherstake toadapt curriculumto addressthe child’sneedsisimportantincreatinganinclusive classroom. MeaningAdaptations and Modifications: Adaptations andmodificationsmayseemlike interchangeable terms,butwhenitcomestoinclusion theycarry significantlydifferentmeanings. According to (NCERT 2015) a) Adaptationreferstoadjustingassessments,material,curriculum, orclassroomenvironmentto accommodate a student’sneedssohe/shecanparticipate in,andachieve the teaching-learninggoals. b) Modificationinvolvesmakingchangestolearninggoals,teachingprocesses,assignmentsand/or assessmentstoaccommodate astudent’slearningneeds. Conceptand need In general, Adaptationsdonotfundamentallyalterall the workstandardsorlowerexpectationsineitherthe instructional orassessmentphasesof acourse of study. Modificationsalterorlowerstandardsorlowerexpectation Adaptations Adaptationsoccurwhenteachersdifferentiateinstruction,assessmentandmaterialsinordertocreate a flexible learningenvironment.Forexample,a studentcouldbe workingonbelow grade levellearning outcomesin Language Artsand at grade level inall othersubjectsorcourses,some of whichrequire readingmaterialsatthe lowerreadinglevel. Adaptationsinclude,butare notconfinedto: a) audiotapes,electronictexts,ora peerhelpertoassistwithassigned readings
b) access to a computerfor writtenassignments(e.g.use of wordpredictionsoftware, spell-checker,ideagenerator) c) alternativestowrittenassignmentstodemonstrateknowledge andunderstanding d) advance organizers/graphicorganizerstoassistwithfollowingclassroompresentations e) extendedtimetocomplete assignmentsortests f) supportto developandpractice studyskills;forexample,inalearningassistance block g) use of computersoftware whichprovidestexttospeech/speechtotextcapabilities h) pre-teachingkeyvocabularyorconcepts;multiple exposure tomaterials i) workingonprovincial learningoutcomesfromalowergrade level Modifications: Modificationsare instructional andassessment-relateddecisionsmade toaccommodate astudent’s educational needsthatconsistof individualizedlearninggoalsandoutcomeswhichare differentthan learningoutcomesof acourse or subject. Modificationsshouldbe consideredforthose studentswhose special needsare such thattheyare unable toaccess the curriculum(i.e.,studentswithlimitedawarenessof theirsurroundings,students withfragile mental/physicalhealth,studentsmedicallyandcognitively/multiplychallenged.)Usingthe strategyof modificationsforstudentsnotidentifiedasspecial needsshouldbe arare practice.Inmany cases,modificationsneedonlyformpartof an educational programfora studentwithspecial needs, and theyneednotbe a permanentorlongterm solution.Whethertouse modifications shouldbe reviewedonaregularbasis.Decisionsaboutmodificationsshouldbe subjectorcourse specific whereverpossible.Forexample,astudentwithanintellectual disabilitymayrequire modificationstoa specificsubjectareasuchas mathematics;however,modificationsmaynotbe requiredtomeetthe provincial outcomesinphysicaleducation. Whyis Curriculum Adaptation and Modificationnecessary? a) Curriculumadaptationisaform of reasonable accommodationasmandatedbythe UNCRPD2006, whichfacilitatesthe teaching-learningprocesswhenthere are studentswithlearningdifficultiesinthe mainstreamclassroom. b) Curriculumadaptationsare made to simplifyandreduce the contentsothat learnerswithdifficulties can absorb the mostcritical part of the curriculum. c) Adaptationof the curriculumensuresthatall learnersgetaccesstoqualityandmeaningful learning experiences.
d) Childrenwithlearningdifficultiesdonotfeel excludedwhenitcomestounderstandingthe subject matter. Principles/GuidelinesforCurriculumAdaptations/Modifications: The followingprinciplesshouldbe consideredforadaptingthe curriculum: a) The adaptationshouldnotchange the original conceptof the curriculumusedbecause the objectives of adaptation istoprovide some learningexperiencestoall learners. b) For providingsame experiences,compensatoryactivitiesshouldbe plannedinsuchaway that the childgetsa holisticpicture of the conceptstaughtinthe regularclasses.The objective of the instructional materialshouldremainsame forall learners. c) Modificationinthe instructionalmaterialshouldaimtofacilitatemaximumparticipationof children withlearningdifficultiesinsuchaway that italso motivatesall learnersinthe classroom. d) Adjustmentsormodificationscanbe made in:  Teaching and learning environment  Teaching and learning strategies  Teaching and learning support materials that enhance a learners performance and allows at least partial participation in a learning activity  Level of support  Assessment e) For any adaptationtobe effective itmust FLOW:  Fit into the classroom environment  Lend themselves in meeting individual student needs  Optimize understanding for each student  Work well with activities planned for the lesson. Types ofCurriculum Adaptations and modifications: Adjustmentsormodificationscanbe made in:  Teaching and learning environment  Teaching and learning strategies  Teaching and learning support materials that enhance a learners performance and allows at least partial participation in a learning activity  Level of support  Assessment Nine typesof curriculumadaptationscanbe listed. However,the followingneedto be keptinmind before anyadaptationsare made.
a) Co relate adaptationstoIndividual Educational Plans/Individual TrainingPlans. b) Do notadapt justfor the sake of adaptation,butadaptto meetthe student’sneed c) A childwitha learningdifficultymaynotrequire adaptationsinall the nine areas.The teachershoulddetermine the bestandthe mostappropriate methodstoaddressstudents’needs. d) The teacherisnot expectedtomake differentprogramsforstudents;butmanagedthe differences usinga varietyof approaches. e) The teachershouldfindwaystomeetthe learningneedswithinthe unitorlessonbeing taught. Let us understand the nine types of adaptations: (pl note: these are common adaptation strategies,it is for general answer and for disabilitywise,we can just touch on this and thenwrite the disability specificrequirements) • Input- Provide multiple experienceswithmaterialsfordifferentlearningstyles(visual,auditoryand kinestheticlearners) • Output- Flexibility inassessingandevaluatinglearningoutcome byprovidingalternativestowritten assignments/tests.(Whatsome studentsmaylearn,Whatmoststudentsmaylearn,Whatall students mustlearn).  Size of the content- The content may be reduced the most critical potions and some parts may be omitted to ensure maximum learning of each child. Planning of the content to suit pupils needs may be best described using the pyramid mode. • Time- Reduce numberornature of questionsorgive extra/extendedtimetocomplete assignments and tests.Give frequentbreaksandadditional instructional time. • Difficultylevel- Byunderstandingthe limitationsanddifficultylevelof astudent,appropriate aidsand supportcan be usedtohelpovercome orreduce the difficultytoensure maximumlearning. • Participation- Activitiesdone inthe classroommustensure active andequal participationof all the students. • Level ofSupport- Level of supportwill dependonthe nature of difficultyfacedbythe studentinterms of physical,cognitive orsensoryissues. • Alternative Goals- Goalsor objectivesare changedthoughthe contenttaughtisthe same.It is sometimesreferredtoasfunctional curriculumasitusuallyinvolvesthe acquisitionof “life skills.” • Substitutionofthe curriculum- The intendedcurriculumisreplacedbyaneasierone.Thisisusually practicedinspecial schools.
Broad categoriesof adaptations and modifications: Overall,the above nine types can be broadly classifiedunderfour categories: 1. PresentationAdaptations-changestothe wayinwhichinstructional ortestcontentispresentedtoa student.(output) Forexample:fontsize,signlanguage,picture symbols,etc. Presentationadaptations allowstudentsto:  Listen to audio recordings instead of reading text  Learn content from audiobooks, movies, videos and digital media instead of reading print versions  Work with fewer items per page or line and/or materials in a larger print size  Have a designated reader  Hear instructions orally  Record a lesson, instead of taking notes  Have another student share class notes with him  Be given an outline of a lesson  Use visual presentations of verbal material, such as word webs and visual organizers  Be given a written list of instructions 2. Response Adaptation-methodsastudentusestoprovide responsestoinstructional activitiesor assessmenttasks.(input) Forexample:producingtextorallyortoa scribe or usingspeech-to-text software. Responseadaptationsallowstudentsto:  Give responses in a form (oral or written) that’s easier for him  Dictate answers to a scribe  Capture responses on an audio recorder  Use a spelling dictionary or electronic spell-checker  Use a word processor to type notes or give responses in class  Use a calculator or table of “math facts” 3. Setting/EnvironmentAdaptations-changestothe locationinwhichanassignmentorassessmentis givenorthe environmental conditionsthe studentneeds.Forexample:locationwithlessdistractions, sensorytools,earplugs,etc. Setting/environmentadaptationsallow studentsto:  Work or take a test in a different setting, such as a quiet room with few distractions  Sit where he learns best (for example, near the teacher)  Use special lighting or acoustics  Take a test in small group setting  Use sensory tools such as an exercise band that can be looped around a chair’s legs (so fidgety kids can kick it and quietly get their energy out) 4. Timing/SchedulingAdaptations-allowableamountof time orthe time of day instructionor assessmentsare given.Forexample:extendedtime orprovidingkeyinstructiontothe studentinthe morning.
Timingadaptationsallowstudentsto:  Take more time to complete a task or a test  Have extra time to process oral information and directions  Take frequent breaks, such as after completing a task Schedulingadaptationsallow studentsto:  Take more time to complete a project  Take a test in several timed sessions or over several days  Take sections of a test in a different order  Take a test at a specific time of day Types ofModifications: As we know, a modificationadjusts the expectationsfor an assignmentor a test. It changes in what a studentis expectedto learnand/or demonstrate. Modificationsalter the content or lower the standards or expectations. Followingmodificationscanbe done: 1. Learn different material (such as continuing to work on multiplication while classmates move on to fractions) 2. Get graded or assessed using a different standard than the one for classmates 3. Be excused from particular projects 4. A child is permitted to complete only part of a standard 5. A child is given/demonstrates limited concepts 6. involved in math problems 7. A child is provided only key points for text Significance of adaptation/modifications 1. The adaptive curriculum isdesignedforall studentsinall educational settings. 2. The adaptive curriculum acceptsstudents’diversity,asreflectedinindividual differences,tobe akey considerationasteacher’splan. Itisacknowledgedthatstudentscome tothe classroomwithsignificant differencesincultural backgrounds,aptitudes,interests,abilitiesandachievementlevelswhichmustbe accommodatedthroughadaptationtocurriculum content,instructional strategies, andthe learning environmentif all are to benefitequitablyfromthe approvedprogrammes. 3. The adaptive curriculumassumesthatthere isaninterrelationshipamongthe variablesassociated withadaptation. Adaptationtoaccommodate learningstylesnecessitate adjustmentstoinstructional approachesandassessmentpractices. Adaptationtoevaluationpracticesmaybe necessitatedby changesto the amount,type,andtime frame forstudentsto explore the curriculum. Adaptationin curriculum,instruction,andassessmentpracticesmayrequire changesinresource requirements, supportpersonnel,andclassroomorganization.
4. The adaptive curriculumrequiresthe teachertoattendthe learner,the learningtask,andthe learning environmentinoptimizinglearningopportunitiesforstudents. . It isunderstoodthatadaptationconsidersthe student’sdevelopmental level,the specificneeds,the interests,andthe learningstyles,the demandsof the learningtask,the significantaspectsof learning environment,andthe knowledge,skills,andabilitiesof the teacher. 5. The adaptive curriculumrecognizesthatstudentsapproachlearninginmultipleways. . Teachersshouldknowaboutdifferencesinlearningstylesandregardadaptationsdesignedto accommodate differencesasanexpectedpartof theirteachingresponsibilities. 6. The adaptive curriculumrecognizesthe importanceof careful collaborativepreplanningfor instruction. . Preplanning,whichmayinvolve consultationwithstudents,parents/guardians,andother professionals,isfundamental tostructuringadaptationstomaximize students’potential asindependent learners. 7. The adaptive curriculumrequiresthatassessmentpracticesalignwiththe curricularandinstructional adaptationprovidedforthe student. . Assessmentpracticesmustbe adaptedtobe consistentwithcurricularandinstructional adaptations. . It isexpectedthatlearnerswillbe familiarwithcurrentresearchandthe bestpracticesfordiagnosisof studentneeds,assessment of studentlearning,andevaluationof all aspectsof studentdevelopment.
Disabilitywise curriculum adaptations/modifications Adaptations are neededtomake it more suitable for studentswith special needsin the inclusive classroom. Three keyareasof considerationare:1) how the curriculumispresented2) how studentsare requiredtorespondand3) howtheireffortsare evaluated.Inthe followingsubsections,we willdiscuss these withregardto variousdisabilitiesindetail. Visual Impairment These childrencanbe categorizedintotwomaintypesi.e.,blindandchildrenwithlow vision. The above table isexplainedinwordsbelow: NeedspecificApproaches Learningthroughnonvisual modes:  Touch: Use real, concrete materials.  Listening: Include greater use of detailed and descriptive instructions.  Smell and Taste: Use smell and taste associated with real, concrete materials. NeedspecificConsiderations  Use existing visual skills where/when you can/seating closer to the blackboard.  Lesser use of reflective surfaces.  Appropriate lighting.  Use of contrast colors.  Use specialised material available (Braille, Taylor frame, Maths kit).  Use Orientation and Mobility instructions.
Suggestionsfor Inclusionofa VI (visuallyimpaired) Child .. Reserve aseatinthe frontrow of the classroom(or,closerto the teacher). .. Keepthe passagesandavailable openspacesinthe classroomclear. .. Whenspeakingwiththe VIchildspecifically,addressher/himbyname. .. Modify/adaptassignments .. Provide studentswithtactile graphsanddiagrams .. Consideralternative assignments(Forexample:the teachermayrelyonblackboardtowrite questions or problemsforthe classto copy and answerintheirownnotebooks;the studentwithVI,alternatively, can work onthe worksheetpreparedwithquestionsorproblems,andanswerthemdirectlyinthese). .. Keepinmind,there maybe instanceswhenthe VIstudentmaynothave hadexposure tothe material discussedinclassandfor whichthe childmaynot have a prior experiencesorreferences(forexample, foodinalteredform:pop-cornv/swhole corn,slicedmangov/sthe whole fruit/shape;materialsand sources:water-ice,vapor;curd-buttermilk;milk-cows),occupations(tailor,doctor,engineer).So..Use real objectsto allowthe studenttolearnandexperience throughtouch(Youcanmake your lessons inclusive andalsointerestingbyusinghandsonmethods,andmakingasmanyexperiencesasyoucan, interactive.) .. Use educational aidslike talkingbooks,tape-recorders,computersetc. .. Use of colour,contrast andtexture. .. Minimise noisesothatstudentswithVIcanhear youspeak. …Whenspeaking,face the class. .. If you feel the VIstudentisnotattentive,touchher/himonthe shoulderorarm to draw attention; thisalsohelpsinindicatingtothe studentthatyouare includingher/himinyourinstructionsand discussions. .. Provide large print,Brailleversionswhenneededsothatthe VIchildcan follow the classroom’stext- basedteachingandlessonsalongwiththe sightedpeers. .. Assignapeerto provide helporassistwhenneeded.
Hearing Impaired NeedspecificApproaches  .. Use other senses as mediums of learning. (Use gestures, body language, expressions, lip reading etc.)  .. Use adapted material such as visual or sight vocabulary to provide firsthand experience  .. Use assistive devices such as hearing aid, loop system etc.  .. Teach how to access sound-based information. NeedspecificConsiderations  .. Make sure you are aware of the learners’ language abilities and preferred learning style to ensure inclusion into the group.  .. When you have a student with HI in the group, reduce background noise or, request for a classroom that is away from noise. Make sure you have the whole group’s attention before starting the session.  .. Allow HI students to sit where they wish. HI students who can lip read should sit near the front. (Optimum distance for lip-reading is considered to be about 6 feet.)  .. Face the HI student when speaking.  .. Use clear speech.  .. Make sure the room is well lit to allow the student with HI to see your facial expression, signing and/or lip read. Suggestionsfor includingHI in inclusive classroom:  Get to understand the nature of your HI student’s hearing loss and how you can include the student withthe restof yourclass.
.. Focuson developmentof language,communicationandconceptsinstudentswithHI. .. If possible,seekassistance fromlocallybasedexperts,educators,familymembers,special educators, speechandhearingspecialists,toenhance teachinginthe inclusive classroom. .. Use assistive devicewhere available,tofacilitate teaching-learninginthe classroom. .. Arrange the classroomsothat studentscan see eachother,e.g.,organisingthe classina circle or semicircle allowsall studentstosee eachother. .. Avoiddrawingtoomuchattentiontothe learnerswithHI,while maintaininginclusivityof all learners inthe classroom. .. Whenshowingdiagrams,picturesetc.,use slowerspeechsothatthe HI childcan follow your expressionsandalsolook,studythe illustrations. .. Use shortersentences,clearerspeech. .. Associate wordswithreal objects,pictures;forexample,the colourconcept .. Use pictures(flashcards),real objects,real experiences,dramatisation,andactivities. .. You can write keypointsonthe boardor chart. .. Whenutilisinggroupwork,make sure thatthe studentwithHI can follow all the groupmembers’ discussions. .. Developcommunicationamongstchildrenthroughplayactivities. .. Organise groupsinsmallernumbers. .. Remindthe groupmemberstotake turnsin speakingtoallow the studentwithHItofollow and participate withall. .. Encourage childrentodevelopcommunicationstrategiessothattheycan getintothe style of students withHI.
PhysicallyImpaired NeedspecificApproaches For a studentwithimpairmenttothe lowerlimbs: .. Appropriate/suitable seatingif notina wheelchair; .. Adequate space andheightof deskif the studentisina wheelchair; .. For a studentwithimpairmentstohands: .. Consideralternative toactivitiesinvolvingwriting,drawingandotherfine motoractivities,suchas sorting,threading,solvingpuzzles,etc. NeedspecificConsiderations Studentswithphysical disabilitiesmayexperience limitationsinone of the followingways:
.. Difficultyinwriting; .. Sittingata standarddeskor on the floor; .. Participatinginactivitieswhere tablesandinstrumentsare difficulttoaccess,suchas inart classes; .. Movementswithinthe classandwithinthe school; .. Mobilityinspacesthatare notuser friendlyforwheelchairusers. SuggestionsforInclusionof All inaclassroomwitha Studentwith Physical Impairment .. Make the classroomaccessible. .. Alternativemodesof communicatingsuchasaudiorecorder,orsupportfor note taking,gestures, pictures,computersmaybe used. .. Provide accessible seatingandatable inthe classroom. .. Make writersavailable forwrittenworkandfortestsandexams. .. Give additional timeforcompletingassignments/exams. .. Provide asupportive andwelcomingenvironmentbysensitisingotherstudentsandcreatingasense of responsibilityinthem. .. Childrenshouldbe comfortablyseatedandwithproperposture. .. Free movementof studentswithinthe classmustbe ensured. .. Studentscanbe shownpicturesor othervisual cues,concrete objects,afew ata time,forbetter understanding. .. Audiobooks,daisybooksorbooksoncomputer,as foundsuitable,canbe usedforreading. Alternatively,aclassmate canread aloudtothe child. .. Make use of computersforteachinglearning, if possible. ..Forchildrenwithproblemsinwriting,modified(large grip) pencilsmaybe provided. .. A classmate canhelpbytakingnotes. ..Carbonpapercan be usedformakingcopies. .. Extra time forwritingshouldbe givenif the childisable to write onhis/ herownand there should not be undue emphasisonthe qualityof writingaslongasit islegible.
.. Studentscanuse adaptedbrushes,modifiedpencilsandthickmarkersthatcan be grippedeasily,for drawing.Alternativelythe children canuse stampingmethodsorpaste cutouts.The books,papers, brushesetc.can be fixedonthe table withthe helpof tape etc.so that theydo notslipdown. .. For assessment,have studentspresentthe material orallyorif required,withthe helpof a scribe.Use objective type,multipletype questionsusingyes/noortrue/falseanswers .. Peersupportand/orgroupworkwill helpinperformingvariousactivitieslikestudies,eating,moving aroundand alsosports activities. .. Planalternativesforathleticorcultural activitiestoencourage participationof all students.For example,whileplayingcricket,the studentcanact as umpire.While performingadance show,the studentcan performona wheelchairorcrutches. .. Repeatinstructionsandrecheckafterstudentcompletesone ortwoexercises. .. Mathematicscan be taught usingconcrete objects,matching,sortingandidentifyingexercises. .. Inteachinglanguage,writtenoutline,graphicsandpicturestosupporttextare helpful.The student may repeatbymumblingtohimself/herself.Thishelpsinbettergrasp. Intellectual disability ON A BROADER BASISFOR DISABILITYWISE ANSWER,INCLUDE VI,HI, PIANDID. SPECIFICLEARNINGDISABILITY,AUTISM,LANGUAGE/SPEECH CAN BE EXTRA READINGOR SAFE SIDE GO THROUGH.
Specificlearningdisability Speech/Language Impairment/Disorder Autism spectrumdisorder: