What is the difference between a modification/adaptation and accommodation?
Although there are no legal definitions of the terms modification, adaptation, and accommodation, the following best practice definitions are widely accepted:
Accommodations - the provisions made in the delivery of instruction in order for a student to access and/or demonstrate learning in a content area.
Accommodations:
do not substantially change the instructional level or content;
provide students with equal access to learning;
provide students with equal opportunities to demonstrate what is known;
are based on individual strengths and needs; and may vary in intensity and degree.
Modifications - change in what the student is expected to learn and demonstrate in the content areas.
Modifications can change:
the instructional level;
the benchmark or time required to learn a skill or concept;
the number of key skills or concepts to be mastered within a time period, benchmark, or unit of study; and/or content.
Dec 9, 2007
Adaptations- Providing Direct Assistance
Adapting Instructional Materials -- Providing Direct Assistance
Providing one-on-one assistance to a student is perhaps the most demanding adaptation that needs to be made in an inclusive classroom.
Adaptations that demand the most time and resources may be those requiring direct interaction of the student with another person. From the perspective of teachers, parents, and students, one-to-one assistance in learning from instructional materials with a trained professional is ideal for students with extraordinary educational needs. Direct assistance in learning from instructional materials can take many forms:
Reading printed materials aloud to the student.
Providing guided instruction before, during, and after reading printed materials.
Adjusting the pace of instruction.
Teaching prerequisite information so that students can use materials independently.
Monitoring student understanding and mastery of the materials.
Reteaching if necessary.
However, providing such assistance is not an economic reality in most general education settings or, increasingly, in special education settings where the student caseload is unusually high. How else can teachers ensure that students have the intensity of instruction and support they need to be successful with the curricular materials? Teachers who are the most successful in providing direct assistance are those who collaborate constructively with other professionals, enlist and empower other adults, and promote positive peer instruction among students
ESP-Plus
E = Engagement, Expectations, Elasticity
Engagement – Both teachers need to be actively engaged in teaching using a variety of grouping patterns and techniques for monitoring student understanding.
Expectations – General and special educators may have very different expectations of their students. Issues related to expectations – especially as they pertain to grading and pacing of instruction – need to be discussed and negotiated.
Elasticity – Working collaboratively necessitates flexibility. It is a primary ingredient for coteaching success.
S = Skills, Support, Structure
Skills – Recognizing the skills of each professional and developing mutual skills (particularly communication and interpersonal skills) can enhance the working relationship.
Support – Administrative support is especially important for the coteaching partnership to succeed.
Structure – Classroom management issues can be more troublesome than philosophical issues related to curriculum. Constant communication about management issues needs to occur.
P = Planning, Preparation, Parity
Planning – Collaborative planning time is a must. Without time to make short- and long-range plans, the coteaching partnership cannot exist.
Preparation – Ongoing professional development is needed as teachers continue to prepare for new teaching situations.
Parity – If coteaching is to succeed, it must be founded on the premise that there are two professionals in the classroom.
For the entire article:
http://www.teachervision.fen.com/teaching-methods/learning-disabilities/6730.html?detoured=1
Providing one-on-one assistance to a student is perhaps the most demanding adaptation that needs to be made in an inclusive classroom.
Adaptations that demand the most time and resources may be those requiring direct interaction of the student with another person. From the perspective of teachers, parents, and students, one-to-one assistance in learning from instructional materials with a trained professional is ideal for students with extraordinary educational needs. Direct assistance in learning from instructional materials can take many forms:
Reading printed materials aloud to the student.
Providing guided instruction before, during, and after reading printed materials.
Adjusting the pace of instruction.
Teaching prerequisite information so that students can use materials independently.
Monitoring student understanding and mastery of the materials.
Reteaching if necessary.
However, providing such assistance is not an economic reality in most general education settings or, increasingly, in special education settings where the student caseload is unusually high. How else can teachers ensure that students have the intensity of instruction and support they need to be successful with the curricular materials? Teachers who are the most successful in providing direct assistance are those who collaborate constructively with other professionals, enlist and empower other adults, and promote positive peer instruction among students
ESP-Plus
E = Engagement, Expectations, Elasticity
Engagement – Both teachers need to be actively engaged in teaching using a variety of grouping patterns and techniques for monitoring student understanding.
Expectations – General and special educators may have very different expectations of their students. Issues related to expectations – especially as they pertain to grading and pacing of instruction – need to be discussed and negotiated.
Elasticity – Working collaboratively necessitates flexibility. It is a primary ingredient for coteaching success.
S = Skills, Support, Structure
Skills – Recognizing the skills of each professional and developing mutual skills (particularly communication and interpersonal skills) can enhance the working relationship.
Support – Administrative support is especially important for the coteaching partnership to succeed.
Structure – Classroom management issues can be more troublesome than philosophical issues related to curriculum. Constant communication about management issues needs to occur.
P = Planning, Preparation, Parity
Planning – Collaborative planning time is a must. Without time to make short- and long-range plans, the coteaching partnership cannot exist.
Preparation – Ongoing professional development is needed as teachers continue to prepare for new teaching situations.
Parity – If coteaching is to succeed, it must be founded on the premise that there are two professionals in the classroom.
For the entire article:
http://www.teachervision.fen.com/teaching-methods/learning-disabilities/6730.html?detoured=1
Dec 7, 2007
FCRR Reading Resources
The Florida Center for Reading Research has some excellent reading resources. They have ready-to-go pdf files of reading activities.
Here are links to the k-1 activities:
Phonological Awareness
• Rhyme
• Sentence Segmentation
• Alliteration
• Syllables
• Onset and Rime
• Phonemes
http://www.fcrr.org/Curriculum/pdf/GK-1/PA_Final_Part1.pdf
http://www.fcrr.org/Curriculum/pdf/GK-1/PA_Final_Part2.pdf
http://www.fcrr.org/Curriculum/pdf/GK-1/PA_Final_Part3.pdf
Phonics
• Letter Recognition
• Letter-Sound Correspondence
• Onset and Rime
• Word Study
• Syllable Patterns
• Morpheme Structure
http://www.fcrr.org/Curriculum/pdf/GK-1/P_Final_Part1.pdf
http://www.fcrr.org/Curriculum/pdf/GK-1/P_Final_Part2.pdf
http://www.fcrr.org/Curriculum/pdf/GK-1/P_Final_Part3.pdf
http://www.fcrr.org/Curriculum/pdf/GK-1/P_Final_Part4.pdf
Fluency, Vocabulary, and Comprehension
• Letter Recognition
• High Frequency Words
• Letter-Sound Correspondence
• Oral Reading
• Word Identification/Words in Context
• Words That Describe/Word Meaning
• Word Categorization/Word Knowledge
• Word Structure/Word Analysis
• Sentence Structure and Meaning
• Story Structure
• Monitoring for Meaning
• Main Idea/Summarizing
http://www.fcrr.org/Curriculum/pdf/GK-1/V_Final.pdf
http://www.fcrr.org/Curriculum/pdf/GK-1/V_Final.pdf
http://www.fcrr.org/Curriculum/PDF/GK-1/C_Final.pdf
Dec 3, 2007
Tips for the Holidays
Holidays can be a stressful time, especially for children with autism and other pervasive developmental disorders. Following are some helpful tips to lessen the inevitable increased stimulation associated with the holiday season:
1. Try to establish as much of a routine as possible.
2. Try to limit the number of stores to which you expose your child/children.
3. Have your child/children help plan and organize the decorating process.
4. Some families find it helpful to only have one color of lights on the tree (the non-blinking variety may be less stimulating).
5. Holidays are associated with delicious smells; however; some fragrances are more calming then others: vanilla, chamomile, and lavender are best.
6. Add decorations to the inside and outside of your house slowly.
7. Use social stories as needed to prepare your child/children for upcoming events and/or changes in routine.
8. Limit the number of visible gifts.
9. Incorporate sensory activities into family functions (i.e., let them sit on a bouncy ball at the kid’s table for dinner, make snow angels, etc.).
10. Discuss realistic expectations for holiday events and family functions prior to their occurrence to avoid stress and disappointment.
11. It is all right to say “no” to anything that you think may cause undue stress to you, your family, and/or your child/children.
12. Enjoy the holidays!
This information was obtained from: Fraser
http://www.fraser.org
1. Try to establish as much of a routine as possible.
2. Try to limit the number of stores to which you expose your child/children.
3. Have your child/children help plan and organize the decorating process.
4. Some families find it helpful to only have one color of lights on the tree (the non-blinking variety may be less stimulating).
5. Holidays are associated with delicious smells; however; some fragrances are more calming then others: vanilla, chamomile, and lavender are best.
6. Add decorations to the inside and outside of your house slowly.
7. Use social stories as needed to prepare your child/children for upcoming events and/or changes in routine.
8. Limit the number of visible gifts.
9. Incorporate sensory activities into family functions (i.e., let them sit on a bouncy ball at the kid’s table for dinner, make snow angels, etc.).
10. Discuss realistic expectations for holiday events and family functions prior to their occurrence to avoid stress and disappointment.
11. It is all right to say “no” to anything that you think may cause undue stress to you, your family, and/or your child/children.
12. Enjoy the holidays!
This information was obtained from: Fraser
http://www.fraser.org
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