Examples of Adaptations
Accommodations in the form of adaptations occur when teachers differentiate instruction, assessment and materials in order to create a flexible learning environment. For example, a student could be working on below grade level learning outcomes in Language Arts and at grade level in all other subjects or courses, some of which require reading materials at the lower reading level. Adaptations include, but are not limited to:
· audio tapes, electronic texts, or a peer helper to assist with assigned readings
· access to a computer for written assignments (e.g. use of word prediction software, spell‐checker, idea
generator)
· alternatives to written assignments to demonstrate knowledge and understanding
· advance organizers/graphic organizers to assist with following classroom presentations
· extended time to complete assignments or tests
· support to develop and practice study skills; for example, in a learning assistance block
· use of computer software which provides text to speech/speech to text capabilities
· pre‐teaching key vocabulary or concepts; multiple exposure to materials
· working on provincial learning outcomes from a lower grade level
Best practice in teaching suggests that a record of successful adaptations for any student should be kept within a student’s file to both document current practice and support future instructional needs. In the case of a student with special needs who has an Individual Educational Plan (IEP) or English as a Second Language students who have Annual Instructional Plans, successful adaptations are recorded in these plans to document how the student is being supported currently and also so other teachers will know what works well for that student.
For students with special needs, adaptations that are used for tests and exams must be included in their IEPs in order for them to be considered for adaptations to the provincial exam conditions (adjudication). Students whose education programs include adaptations will generally be working toward graduating with a Dogwood Diploma.
(Guide to Adaptations and Modifications, August 2009)
· audio tapes, electronic texts, or a peer helper to assist with assigned readings
· access to a computer for written assignments (e.g. use of word prediction software, spell‐checker, idea
generator)
· alternatives to written assignments to demonstrate knowledge and understanding
· advance organizers/graphic organizers to assist with following classroom presentations
· extended time to complete assignments or tests
· support to develop and practice study skills; for example, in a learning assistance block
· use of computer software which provides text to speech/speech to text capabilities
· pre‐teaching key vocabulary or concepts; multiple exposure to materials
· working on provincial learning outcomes from a lower grade level
Best practice in teaching suggests that a record of successful adaptations for any student should be kept within a student’s file to both document current practice and support future instructional needs. In the case of a student with special needs who has an Individual Educational Plan (IEP) or English as a Second Language students who have Annual Instructional Plans, successful adaptations are recorded in these plans to document how the student is being supported currently and also so other teachers will know what works well for that student.
For students with special needs, adaptations that are used for tests and exams must be included in their IEPs in order for them to be considered for adaptations to the provincial exam conditions (adjudication). Students whose education programs include adaptations will generally be working toward graduating with a Dogwood Diploma.
(Guide to Adaptations and Modifications, August 2009)