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