The cerebrum -- which is just Latin for "brain" -- is the newest (evolutionarily) and largest part of the brain as a whole. It is here that things like perception, imagination, thought, judgment, and decision occur. I hope you are thoughtful as you leave your comments on this blog.
Friday, February 11, 2011
Adaptations, Adaptations, Adaptations!!!!!!!
Read the LD Online Article that speaks to adaptations in the Inclusive Classroom. Please answer the who, what, when, where, how, and why questions associated with the article...
Blog to: “Adapting Language Arts, Social Studies, and Science Materials for the Classroom” by Keith Lenz and Jean B. Schumaker
Adaptations are solutions, resources, methods that help individuals be independent learners. Adaptations can be short term or long term depending of the status of the student. Adaptations include teaching styles, programs, and materials and adaptations are unique to the individuals that the adaptations are for. Adaptations are for individuals who have cognitive disabilities, or who contain barriers within themselves that prevent them from learning. If students cannot learn on their own, they might have the opportunity to have adaptations in place for them so that they can succeed. Adaptations are used to help students because adaptations are, in a way, sources of information that students can understand and use to their advantage. For each problem a student has that stops him/her from learning, there is an adaptation to help that student get over his/her obstacle. Adaptations are used because these adaptations help all students to succeed and have the opportunity to learn everything they want to in their own way. A time limit on adaptations is hard to come by because it is based on the status of each student. Each student must use adaptations when they are known to student, teacher, and parents and must continue using the adaptations until the adaptations are not needed anymore. Meaning the student is able to learn on his/her own without the help of extra materials or programs. Adaptations are used in classrooms where the students are learning. Most of the materials or lessons that are part of the adaptation are used by the teacher. The teacher must adapt his/her lesson to the adaptations of the students in his/her class. There are many adaptations, many unique individuals who need these adaptations and lots of different teachers who must provide the students with the adaptations; therefore it is a process of how the adaptations are put into place. First, a plan must be made in order for all the requirements to be assessed and made possible, then the students that might need the adaptations are evaluated, then the goals of the adaptations are discussed because each adaptation has a different focus and job. Next, the type of adaptations and materials are assessed and chosen for each child. Finally, the parents are told about their student’s adaptation plan and the students are introduced to the adaptations that they will receive then the plan is put into progress. Adaptations are helpful resources for the students that need the extra help. Teachers have the important job of making sure these adaptations are used in the classroom and are effective for the students who need the adaptations.
Adapting Language Arts, Social Studies, and Science Materials for the Inclusive Classroom By: Keith Lenz and Jean B. Schumaker
Adaptations are formed to help students meet the demands of the curriculum. The adaptations are made by the teacher with the purpose of using them in the classroom to help the students with difficulties thrive. While the adaptations are made by the teacher, it is always good to involve the parents and students as well as other paraprofessionals in the process. Adaptations can be done to either the content of the curriculum or the format however, the purpose of adaptations is not to hold the child back from his or her full potential but, to promote success for the student. Adaptations are not substitutes for the curriculum but a way to build the students skill devolvement. The teacher must identify the demands the students are not meeting because without knowing the problem, there is no way you could make an appropriate adaptation to meet their needs. No matter if the student requires content or format adaptations it is important is always let the parents know what the adaptation entails; as well as letting them know that their child is still meeting the standards even with the alteration to the content or format of the curriculum. The hope for the end results of the adaptation is that the student will become independent learners. However, some adaptations may last only a few months while others may become permanent, if no progress has been made in the students ability to participate or the skills and strategies they show weakness in.
Adaptations are different methods of teaching materials that meet the needs of students with difficulties. They allow teachers to present information in various ways so that each student is able to understand the given topic, identify/learn the skills associated with the topic, and perform tasks independently. Every student has a unique learning style and for some students the traditional methods are not enough. Some students will require adaptations for a short time, such as a few months, and yet others will require adaptions for possibly years. This depends on the students' disabilities. Adaptations should not be used in place of learning but in conjunction with it. If a student is taught using only adaptations, then that student is not learning at his/her full potential and is lacking crucial information. It is a teacher's job to observe and identify the needs of each student and then create adaptations that will facilitate learning; that will enable students to understand better rather than water down the material or "get them by". Adaptations can be made to the teaching method and/or to the course material itself. This is entirely dependent upon the students' difficulties. If adaptations are used, they should be implemented from the start of the year and should be included in such a way as to not make the student dependent upon the teacher or the adaptation. The adaptation should be treated as a tool to success, not a crutch, by both the teacher and student. When the student is able to perform tasks and understand independently, then the adaptation is no longer necessary and should be phased out. Parents and school authorities should be aware of the adaptation and its benefits. Adaptations should be used within the classroom. The teacher is responsible for observing, planning, and creating the best possible adaptation for the student. The teacher must follow a plan in order to make the adaptation successful. First, the teacher must create the plan after observing the students. Then the teacher must look at the given material and see where the students may have difficulty and why. This will help the teacher identify what needs to be adjusted. Following this would be listing the goals for the lessons and the materials. This will allow the teacher to identify where to move to with the student and where the student should be by the end. Teachers also need to determine what adaptations students really need: content or format. Once this has been determined, the teacher can begin to work on exactly what adaptation is best for the student. Parents and officials should be involved and made aware of what is going on. While the adaptation is in use, the teacher must make sure that it is helping the student succeed. If not, then adjustments need to be made. As the student begins to work more independently, using the adaptation less becomes more important.
Lenz and Schumaker outline an excellent step-by-step procedure for identifying needs for adaptations, methods for creating appropriate adaptations, and finally evaluating the necessity for these adaptations on an ongoing basis.
One particularly important step in creating adaptations is determining if the content/curriculum itself or the method of delivery requires modification. Curriculum should only be modified if the student can not succeed with the existing content, regardless of other modifications. I think this is a crucial distinction; content vs. delivery adaptations.
Lenz and Schumaker also mention several times that all modifications should be viewed as temporary, with the option to make them permanent only if necessary. This is, in my opinion, a very healthy and necessary approach to modifications. Teachers need to push the capabilities of a student. This is not to set them up for failure, but to challenge them and help the student grow academically.
From my limited experience, I have seen students that receive modifications but are loathe to use them out of embarrassment. The onus falls on the teacher to know the student's modifications and implement them without embarrassing the student. At the same time, I think a student who feels they do not need a modification should be taken on their word unless their performance indicates otherwise.
Adaptations will be needed for any student having difficulty learning the material. It will not replace the curriculum but it will require more work on both parties. Adaptations can occur any subject in many different teaching styles.
As a math teacher, I'm familiar with breaking down each problem and to show students step by step in coming up with the solution. Math anxiety is quite common in students from various ages. The lack of motivation does not exist in believing that the problem can be done. The student's motivation is believing that the problem will come out wrong. This will have negative thoughts on the student's mind. The most difficulty part is having students start off a problem. It's my job to have students recognize the different cases and break it down for them.
Personally, I find it challenging to have every student understand each and every topic that is being discussed in class but it's definitely possible to achieve this challenge. Adaptations will sometimes be required in order to have students improve their skills in math.
One way I see secondary schools taking initiative is by offering some extension periods for math. Nowadays, students who struggle in Algebra/Geometry will probably be recommended to have the class twice in a day where one period devotes on the introduction to the new lesson and the other period is the lab on the new or previous lessons. The lab period is where the students will have more time to work independently and for the teacher to see exactly who is struggling. This will give the teacher a better sense to see how to present the next material for the upcoming lessons.
Note: I'm only talking from the point of view from a math teacher. Of course, there are similar approaches to this for other subjects.
Adapting Language Arts, Social Studies, and Science Materials for the Inclusive Classroom by:Keith Lenz and Jean B. Schumaker
Some of us work best by studying in advance for an exam, while others work best the night before. Either way we all try to adapt to our personal studying techniques to attain the most success. In a similar manner, students with cognitive disabilities have different learning styles which will bring out their most success. It is the responsibility of the teacher to bring the best out of these students by incorporating effective adaptations into the classroom. Adaptations include helpful materials such as study guides, and audiotapes so the students can learn independently. I agree with the authors of this article when they say, "before an adaptation is made for a student, educators must consider the best approach to address the student's disability and in promoting the student's success". It is important for a teacher to see and want success in every student whether they are learning disabled or not. Teachers should implement adaptations for these students by changing the content of the materials or changing the format of the materials, not to take away information and concepts but to allow greater access to the information being taught. These adaptations should not deny a student's ability to be challenged. Adaptations should be short-term solutions that will promote the student's independence in completing an academic task. Educators first need to know if a student needs a content or format adaptation. A content adaptation includes modifying parts of the curriculum so the student is able to master the course content.Some learning disabled students are able to cope with the curriculum yet they need help identifying the course ideas or concepts because the content is complex or poorly organized. In this case students need a format adaptation which can be made by altering existing materials by reorganizing information so that students can access the content material independently. Other format adaptations include providing additional instructional support to directly lead the student to interact with the materials in different ways. Teachers can also select alternate materials such as using an interactive computer program which gives hints, illustrate words and reinforces learning. All of these adaptations are important for the success of the student. Adaptations should not be removed unless the student showed that he/she processed the concepts, and skills to access, and learn the content independently.
"Adapting Language Arts,Social Studies, and Science Materials for the classroom" by Keith Lenz and Jean B. Schumaker The authors addresses an excellent step- by step procedure to help teachers to understand the importance to fulfill every child's needs. Each child 's needs are different according to variety factors,and not all adaptations are appropriate for all children. For some students adaptation is a simple as becoming accustom to a new physical environment. For others,such as those with language - learning needs, physical handicaps or developmental delays, adaptations can be a more complicated process.I believe that is very important create a plan for helping students overcome their struggles.Observe the effectiveness of accommodations and devise a different plan if students continue to struggle to accommodate then effectively. Sometimes the way that teachers planned a a particular activity or task is not always successful because it does not always allow all students to access or demonstrate their learning. When this happens, I need to ask myself why this happened and what I can already change in tomorrow's lesson plan. I believe that as a teacher I am able to make changes in terms of how a student accesses or demonstrate learning. I believe the ideal method of adapting instruction by Lenz and Schumaker is to accommodate the child's learning needs effectively, and provide teachers with different strategies to make changes to the instructional plan as necessary to support students needs. Teachers also need to revisit the adaptation plan throughout the year, modifying it as necessary. Once students have fully adapted, gradually remove the accommodations and allow students to continue through the year unassisted.
Title of Article : “Adapting Language Arts, Social Studies, and Science Materials for the Science Classroom”
This article talks about how we can make adaptations in the classroom that will help our students instead of making things easier for them in the classroom. I firmly believe and agree with article that adaptations should only serve the purpose of helping students gain skills and should not just make the class easier for the students. In other words, as it is stated in the article, adaptations shouldn’t replace intensive instruction. Students should still be taught strategies that will help them become independent learners and these adaptations should be used only as a short term solution. The article goes on to state the correct process in which teachers must go through in order to find the right adaptations for the students in their classrooms. One of the steps I agree is very important would be identifying and evaluating the demands the student is not meeting. This is very important because each student in unique and therefore the teacher must observe and identify the specific needs of a student. Another important part of this process was that teacher must inform both the student and the parent of this adaptation. I agree with the statement that “Students should be taught explicit strategies to use any adaptation effectively and how to process the information received through the adaptation.” This way, they can gain all of the benefits they will receive from these adaptations if they are taught how to use it well. Also another important part was that it is important that teachers know that parent play such a significant role in the educational life of their child. Cooperating with the parent and letting them know of the adaptations the student will be using would be extremeley beneficial for the child. Lastly, the final step I felt was very important was fading the adaptation when possible. The purpose of these adaptations is for the students to gain the skills and strategies that will help them learn and complete tasks independently. Once they can learn and work independently, the adaptation is no longer necessary and should be faded so the student does not depend on the adaptation. This is why, it is important for the teacher to continously observe the student so they can always find new ways to improve the student’s education.
The trailer for “Including Samuel” had a profound effect on me - particularly the line in which a high school teacher questioned her ability to reach the highest functioning pupil while cognitively engaging her student with disabilities.
In their collaborative article, Doctors of Education at Kansas University Keith Lenz and Jean Schumake offer teachers with the same queries working in inclusive classrooms the support and guidance on offering instruction.
The goal of their work is to the break down developmental obstacles of teaching students successfully as a group. Their work provides answers based on a model classroom integrated with children suffering from mild cognitive disabilities and general education students. The way to do this is to “adapt” or modify their curriculum. The Doctors aim to create a bridge for teachers, on which students from both sides of the spectrum can meet at a place of total comprehension, for all. “Adaption” can include simply adjusting or reworking material to harmonize learning, or, altering the framework in which information if presented (how its organized) or how its distributed (referring to spaces of time).
Lenz and Schumake make note that the main objective of adaption is not to give students with special needs a crutch, but help them to develop the tools to approach academic difficulties of special education (Autism, ADD/ADHD, bilingual) independently. “Adaption” is short-term.
I wholeheartedly agree with the authors. If a teacher purposefully plans lessons taking in account student needs and distributes complicated concepts over time, breaking down ideas for varied learners in a general way and then connecting them to larger themes, students will learn to individually disseminate information on their own in the same fashion.
This semester I am observing Ms. Glass (General Ed) who teaches Global History. She is a shining testament to the ideals preached by Lenz and Schumake. The young Columbia University graduate has done an excellent job of enriching her students on content and concepts as complex and intricate as those being taught in Global Honors.
While Ms. Glass has unique story-telling abilities, she more importantly adheres to the outlines created by Lenz and Shumake 1) her ideas begin generally (e.g. world religions) and expands (e.g. the poetic nature of the Koran) enabling students to see the big picture. Her most recent lecture centralized on the contributions of the Islamic “Golden Age.” Ms. Glass was able to draw connections from religion which the students learned weeks earlier while discussing the secular gifts of communities shaped by religion. She enlightened learners, capturing the rich relationships between art and religion, but embarked on this very expansive subject with broad principles. For weeks students filled out charts and drew Venn diagrams contrasting and comparing religions and then after time applying rules central to their beliefs to the societies molded by them and their life-long bestowals. For example, the Arab contribution of the present day check book. In the end, children were able to apply concepts to life, and reality. Life application is the highest achievement of social studies teachers.
“Adapting Language Arts, Social Studies, and Science Materials for the Inclusive Classroom” by Keith Lenz and Jean B. Schumaker
I was recently told that if I have taught in front of a class of students for a significant amount of time, I had probably differentiated my instruction more than once, without my even knowing it. This passage articulates the process of adaptation better than any I have seen prior to it, yet I am still hoping to see more specific examples of how instruction has already been differentiated.
The Why of adapted instruction begins with the individual student’s needs determined either by his or her IEP or through formative assessment.
The Who of adapted instruction calls for a collaborative effort first between the teacher, their program coordinator and administration. It involves the individual student whose needs we must meet. It also involves the student’s parents who should be well informed about changes in adaptations as well as progress of their son or daughter.
The What of adapted instruction deals with the degree of differentiation required. Some students will require content adaptations, determined only by IEP meetings. Other students will require format adaptations (how the material is presented, medium used in material presentation).
The When of adaptation deals with the timing of intervention as well as its duration. The article states that “adaptations are more successful when they are offered and introduced to students at the beginning of the year.” It also entails how the adaptation should be “faded” as the student’s need for adapted instruction ideally decrease over time.
The Where of adaptation deals with the different locations that adaptations will originate and be implemented, including but not limited to the IEP meeting, the classroom as well as the student’s residence.
The How of adaptation is the most detailed portion in the article, coincidentally my point of greatest interest. Some examples of “how” deal with altering existing instructional materials, mediating existing materials, and selecting alternate materials. These procedures may require the rewriting or reorganization of information, altering the presentation of information as well as the pace at which information is presented. “How” also entails the evaluation and adjustment of adaptations as the needs of the individual student evolve over time. It includes the informing the parents of the student as well as how to “fade” the adaptation when possible.
Lenz and Shumaker’s step-by-step approach to adoption, to me, is similar to differentiated instruction. It is similar in the sense that you must evaluate why your students do not understand the material being taught to them and find the best ways they learn. Teaching through strengths for students with IEP’s allows them to learn what is normally hard for them to grasp through their own comfortable method of learning. Adoption however, is not something that needs to be implemented continuously, “Adaptations should be approached as short-term solutions within a long-term plan for teaching skills and strategies that will promote the student's independence as a learner and ultimately reduce the need for adaptations.” This I believe helps promote confidence for students who otherwise have difficulty in the classroom. This is not just a step-by-step program for students but also one for teachers. Creating lesson plans and curriculums revolving around the adaptation approach requires much thought, dedication, and passion. Teachers still need to target every student with an emphasis on students with IEP’s in the classroom and adaptation approach, when done correctly, can help all students. This does not require scrapping lesson plans or “starting over” but altering existing material that may otherwise be “boring” but necessary for students. Why implement adaptation in a classroom? It allows each student to strengthen their learning skills without being undermined, left out, and confused. Students with IEP’s won’t feel targeted under this plan because the technique is being taught to the whole class so everyone benefits from learning the best way they can, students become more engaged, and teachers are targeting all students as opposed to some.
Adaptations are strategies in which a teacher comes up with to help enhance the learning of a student with disabilities. Most adaptations presented into the classroom are used to reinforce the skills that are needed in order for learning to take place. Depending on the student and the severity of the disability, the adaptation can be long or shot term. For the most part, adaptations are created broad, flexible by the developers of the curriculum in order to save room for change. If the built in adaptation doesn’t work, the adaptations are enhanced by the teachers who have to students in their classroom. The special education teachers, along with the general education teachers, come up with the best solution possible to adapt the material to best suit the student’s needs. Adaptations are created so that the student with the disability can reach their fullest potential and be in an LRE. Think about animals out in the wild, I remember in science we were always taught about adaptation. It was essential for an animal to adapt to their new environment in order to survive and succeed. Like Darwin’s theory of survival of the fittest. If you were able to adapt to this environment that you were not initially born into, you would succeed and live. For a student with disabilities, being in a general education classroom never used to be an option for them, if they are able to succeed in the general education classroom with a disability, they will prosper. Careful processes are conducted by teachers to ensure that the adaptations are the right route to travel down. The article shows the 9 different steps it takes to complete this difficult and lengthy task but it is worth it to confirm that the most learning is taking place.
Blog to: “Adapting Language Arts, Social Studies, and Science Materials for the Classroom” by Keith Lenz and Jean B. Schumaker
Adaptations are simply that. They are adjustments made to curriculum to help benefit the student. Adaptations can be anything from the way a lesson is taught to the materials used for the learning process of the individual in need of such a change. The parents of the child in need of the adaptation should certainly be informed of this and involved as well.
I'm currently observing a 6th grade ELA class over at W.T. Clarke Middle School that has about 5 students the teacher implemented adaptations for. One student in particular is a girl that suffers from short term memory loss, which according to this article is considered "level 2". Although I am not thoroughly sure on what the adaptations might be, I noticed that her binder for her notes is much different from the other students. Her aide showed me they have a dry-erase checklist they keep in her binder so that she remembers how to stay on track and keep her focus on what she needs to do for the lesson/homework/test.
I do not think adaptations are set backs for the learning of the students they're designed for. Unfortunately, I believe some parents might be sensitive to the idea of a substitute curriculum. Overall, I think these are great and should be taken advantage of to the max.
Thoughtful responses everyone... I pulled out a few quotes I think we should discuss:
"The adaptation should be treated as a tool to success, not a crutch, by both the teacher and student."
"...adaptations help all students to succeed and have the opportunity to learn everything they want to in their own way."
"While the adaptations are made by the teacher, it is always good to involve the parents and students as well as other paraprofessionals in the process."
"...determining if the content/curriculum itself or the method of delivery requires modification."
“Adaptations should be approached as short-term solutions within a long-term plan for teaching skills and strategies that will promote the student's independence as a learner and ultimately reduce the need for adaptations.”
“Adapting Language Arts, Social Studies, and Science Materials for the Classroom” by Keith Lenz and Jean B. Schumaker
Adaptations are modifications to a lesson plan or instructional materials. This happens when the lesson or instructional materials are inappropriate for the student or present barriers that prevent the student from learning. Adaptations should be a short-term solution to problem that educators should work together to help the student overcome. This article by Keith Lenz and Jean Shumaker (2004) describes a nine step process for developing and applying materials adaptations. They state that adaptations, when not designed into curricular materials by the developers can be time consuming and complex for teachers to build. Thus Lenz and Shumaker present this outline for guiding teaching when adapting a lesson for a student. The beginning step is assessing the student and the lesson plan/ materials. From the start teachers should identify the obstacles that the child is having difficulty with, and beginning involving parents, administrators and other teachers in the process. By reading this article I realized the two ways in which a differentiated lesson can be based. Step 4 and 5 speak of content vs. format adaptations. Lenz and Shumaker illuminated that format adaptations are usually centered on the student’s disability, while content adaptations must be careful to remain compliant around the state’s standards. The latter steps are about adjusting the adaptation. One thing that through the article Lenz and Shumaker stressed was that adaptations are only for a short-term. Successful adaptations not only teach students help teach a content, but also they help address learning disabilities. One quote that stood out to me was that “students should be taught how to recognize the need for and request materials adaptations”. Most often when children struggle they don’t recognize what is the reason or tactic that is preventing them from grasping the concept. I think that this is a bonus. In addition to overcoming a barrier to learn a lesson, students will also learn what strategies make it difficult for them to learn and how to overcome them. I enjoyed reading this article; I felt that it could have included more examples. -April Hurley
15 comments:
Blog to: “Adapting Language Arts, Social Studies, and Science Materials for the Classroom” by Keith Lenz and Jean B. Schumaker
Adaptations are solutions, resources, methods that help individuals be independent learners. Adaptations can be short term or long term depending of the status of the student. Adaptations include teaching styles, programs, and materials and adaptations are unique to the individuals that the adaptations are for. Adaptations are for individuals who have cognitive disabilities, or who contain barriers within themselves that prevent them from learning.
If students cannot learn on their own, they might have the opportunity to have adaptations in place for them so that they can succeed. Adaptations are used to help students because adaptations are, in a way, sources of information that students can understand and use to their advantage. For each problem a student has that stops him/her from learning, there is an adaptation to help that student get over his/her obstacle. Adaptations are used because these adaptations help all students to succeed and have the opportunity to learn everything they want to in their own way.
A time limit on adaptations is hard to come by because it is based on the status of each student. Each student must use adaptations when they are known to student, teacher, and parents and must continue using the adaptations until the adaptations are not needed anymore. Meaning the student is able to learn on his/her own without the help of extra materials or programs.
Adaptations are used in classrooms where the students are learning. Most of the materials or lessons that are part of the adaptation are used by the teacher. The teacher must adapt his/her lesson to the adaptations of the students in his/her class.
There are many adaptations, many unique individuals who need these adaptations and lots of different teachers who must provide the students with the adaptations; therefore it is a process of how the adaptations are put into place. First, a plan must be made in order for all the requirements to be assessed and made possible, then the students that might need the adaptations are evaluated, then the goals of the adaptations are discussed because each adaptation has a different focus and job. Next, the type of adaptations and materials are assessed and chosen for each child. Finally, the parents are told about their student’s adaptation plan and the students are introduced to the adaptations that they will receive then the plan is put into progress.
Adaptations are helpful resources for the students that need the extra help. Teachers have the important job of making sure these adaptations are used in the classroom and are effective for the students who need the adaptations.
Adapting Language Arts, Social Studies, and Science Materials for the Inclusive Classroom
By: Keith Lenz and Jean B. Schumaker
Adaptations are formed to help students meet the demands of the curriculum. The adaptations are made by the teacher with the purpose of using them in the classroom to help the students with difficulties thrive. While the adaptations are made by the teacher, it is always good to involve the parents and students as well as other paraprofessionals in the process. Adaptations can be done to either the content of the curriculum or the format however, the purpose of adaptations is not to hold the child back from his or her full potential but, to promote success for the student. Adaptations are not substitutes for the curriculum but a way to build the students skill devolvement.
The teacher must identify the demands the students are not meeting because without knowing the problem, there is no way you could make an appropriate adaptation to meet their needs. No matter if the student requires content or format adaptations it is important is always let the parents know what the adaptation entails; as well as letting them know that their child is still meeting the standards even with the alteration to the content or format of the curriculum. The hope for the end results of the adaptation is that the student will become independent learners. However, some adaptations may last only a few months while others may become permanent, if no progress has been made in the students ability to participate or the skills and strategies they show weakness in.
Adaptations are different methods of teaching materials that meet the needs of students with difficulties. They allow teachers to present information in various ways so that each student is able to understand the given topic, identify/learn the skills associated with the topic, and perform tasks independently. Every student has a unique learning style and for some students the traditional methods are not enough. Some students will require adaptations for a short time, such as a few months, and yet others will require adaptions for possibly years. This depends on the students' disabilities. Adaptations should not be used in place of learning but in conjunction with it. If a student is taught using only adaptations, then that student is not learning at his/her full potential and is lacking crucial information. It is a teacher's job to observe and identify the needs of each student and then create adaptations that will facilitate learning; that will enable students to understand better rather than water down the material or "get them by". Adaptations can be made to the teaching method and/or to the course material itself. This is entirely dependent upon the students' difficulties. If adaptations are used, they should be implemented from the start of the year and should be included in such a way as to not make the student dependent upon the teacher or the adaptation. The adaptation should be treated as a tool to success, not a crutch, by both the teacher and student. When the student is able to perform tasks and understand independently, then the adaptation is no longer necessary and should be phased out. Parents and school authorities should be aware of the adaptation and its benefits. Adaptations should be used within the classroom. The teacher is responsible for observing, planning, and creating the best possible adaptation for the student. The teacher must follow a plan in order to make the adaptation successful. First, the teacher must create the plan after observing the students. Then the teacher must look at the given material and see where the students may have difficulty and why. This will help the teacher identify what needs to be adjusted. Following this would be listing the goals for the lessons and the materials. This will allow the teacher to identify where to move to with the student and where the student should be by the end. Teachers also need to determine what adaptations students really need: content or format. Once this has been determined, the teacher can begin to work on exactly what adaptation is best for the student. Parents and officials should be involved and made aware of what is going on. While the adaptation is in use, the teacher must make sure that it is helping the student succeed. If not, then adjustments need to be made. As the student begins to work more independently, using the adaptation less becomes more important.
Lenz and Schumaker outline an excellent step-by-step procedure for identifying needs for adaptations, methods for creating appropriate adaptations, and finally evaluating the necessity for these adaptations on an ongoing basis.
One particularly important step in creating adaptations is determining if the content/curriculum itself or the method of delivery requires modification. Curriculum should only be modified if the student can not succeed with the existing content, regardless of other modifications. I think this is a crucial distinction; content vs. delivery adaptations.
Lenz and Schumaker also mention several times that all modifications should be viewed as temporary, with the option to make them permanent only if necessary. This is, in my opinion, a very healthy and necessary approach to modifications. Teachers need to push the capabilities of a student. This is not to set them up for failure, but to challenge them and help the student grow academically.
From my limited experience, I have seen students that receive modifications but are loathe to use them out of embarrassment. The onus falls on the teacher to know the student's modifications and implement them without embarrassing the student. At the same time, I think a student who feels they do not need a modification should be taken on their word unless their performance indicates otherwise.
--James
Adaptations will be needed for any student having difficulty learning the material. It will not replace the curriculum but it will require more work on both parties. Adaptations can occur any subject in many different teaching styles.
As a math teacher, I'm familiar with breaking down each problem and to show students step by step in coming up with the solution. Math anxiety is quite common in students from various ages. The lack of motivation does not exist in believing that the problem can be done. The student's motivation is believing that the problem will come out wrong. This will have negative thoughts on the student's mind. The most difficulty part is having students start off a problem. It's my job to have students recognize the different cases and break it down for them.
Personally, I find it challenging to have every student understand each and every topic that is being discussed in class but it's definitely possible to achieve this challenge. Adaptations will sometimes be required in order to have students improve their skills in math.
One way I see secondary schools taking initiative is by offering some extension periods for math. Nowadays, students who struggle in Algebra/Geometry will probably be recommended to have the class twice in a day where one period devotes on the introduction to the new lesson and the other period is the lab on the new or previous lessons. The lab period is where the students will have more time to work independently and for the teacher to see exactly who is struggling. This will give the teacher a better sense to see how to present the next material for the upcoming lessons.
Note: I'm only talking from the point of view from a math teacher. Of course, there are similar approaches to this for other subjects.
Adapting Language Arts, Social Studies, and Science Materials for the Inclusive Classroom
by:Keith Lenz and Jean B. Schumaker
Some of us work best by studying in advance for an exam, while others work best the night before. Either way we all try to adapt to our personal studying techniques to attain the most success. In a similar manner, students with cognitive disabilities have different learning styles which will bring out their most success. It is the responsibility of the teacher to bring the best out of these students by incorporating effective adaptations into the classroom. Adaptations include helpful materials such as study guides, and audiotapes so the students can learn independently.
I agree with the authors of this article when they say, "before an adaptation is made for a student, educators must consider the best approach to address the student's disability and in promoting the student's success". It is important for a teacher to see and want success in every student whether they are learning disabled or not. Teachers should implement adaptations for these students by changing the content of the materials or changing the format of the materials, not to take away information and concepts but to allow greater access to the information being taught. These adaptations should not deny a student's ability to be challenged. Adaptations should be short-term solutions that will promote the student's independence in completing an academic task. Educators first need to know if a student needs a content or format adaptation. A content adaptation includes modifying parts of the curriculum so the student is able to master the course content.Some learning disabled students are able to cope with the curriculum yet they need help identifying the course ideas or concepts because the content is complex or poorly organized. In this case students need a format adaptation which can be made by altering existing materials by reorganizing information so that students can access the content material independently. Other format adaptations include providing additional instructional support to directly lead the student to interact with the materials in different ways. Teachers can also select alternate materials such as using an interactive computer program which gives hints, illustrate words and reinforces learning.
All of these adaptations are important for the success of the student. Adaptations should not be removed unless the student showed that he/she processed the concepts, and skills to access, and learn the content independently.
"Adapting Language Arts,Social Studies, and Science Materials for the classroom" by Keith Lenz and Jean B. Schumaker
The authors addresses an excellent step- by step procedure to help teachers to understand the importance to fulfill every child's needs.
Each child 's needs are different according to variety factors,and not all adaptations are appropriate for all children. For some students adaptation is a simple as becoming accustom to a new physical environment. For others,such as those with language - learning needs, physical handicaps or developmental delays, adaptations can be a more complicated process.I believe that is very important create a plan for helping students overcome their struggles.Observe the effectiveness of accommodations and devise a different plan if students continue to struggle to accommodate then effectively. Sometimes the way that teachers planned a a particular activity or task is not always successful because it does not always allow all students to access or demonstrate their learning. When this happens, I need to ask myself why this happened and what I can already change in tomorrow's lesson plan. I believe that as a teacher I am able to make changes in terms of how a student accesses or demonstrate learning. I believe the ideal method of adapting instruction by
Lenz and Schumaker is to accommodate the child's learning needs effectively, and provide teachers with different strategies to make changes to the instructional plan as necessary to support students needs. Teachers also need to revisit the adaptation plan throughout the year, modifying it as necessary. Once students have fully adapted, gradually remove the accommodations and allow students to continue through the year unassisted.
Title of Article : “Adapting Language Arts, Social Studies, and Science Materials for the Science Classroom”
This article talks about how we can make adaptations in the classroom that will help our students instead of making things easier for them in the classroom. I firmly believe and agree with article that adaptations should only serve the purpose of helping students gain skills and should not just make the class easier for the students. In other words, as it is stated in the article, adaptations shouldn’t replace intensive instruction. Students should still be taught strategies that will help them become independent learners and these adaptations should be used only as a short term solution. The article goes on to state the correct process in which teachers must go through in order to find the right adaptations for the students in their classrooms.
One of the steps I agree is very important would be identifying and evaluating the demands the student is not meeting. This is very important because each student in unique and therefore the teacher must observe and identify the specific needs of a student. Another important part of this process was that teacher must inform both the student and the parent of this adaptation. I agree with the statement that “Students should be taught explicit strategies to use any adaptation effectively and how to process the information received through the adaptation.” This way, they can gain all of the benefits they will receive from these adaptations if they are taught how to use it well. Also another important part was that it is important that teachers know that parent play such a significant role in the educational life of their child. Cooperating with the parent and letting them know of the adaptations the student will be using would be extremeley beneficial for the child. Lastly, the final step I felt was very important was fading the adaptation when possible. The purpose of these adaptations is for the students to gain the skills and strategies that will help them learn and complete tasks independently. Once they can learn and work independently, the adaptation is no longer necessary and should be faded so the student does not depend on the adaptation. This is why, it is important for the teacher to continously observe the student so they can always find new ways to improve the student’s education.
The trailer for “Including Samuel” had a profound effect on me - particularly the line in which a high school teacher questioned her ability to reach the highest functioning pupil while cognitively engaging her student with disabilities.
In their collaborative article, Doctors of Education at Kansas University Keith Lenz and Jean Schumake offer teachers with the same queries working in inclusive classrooms the support and guidance on offering instruction.
The goal of their work is to the break down developmental obstacles of teaching students successfully as a group. Their work provides answers based on a model classroom integrated with children suffering from mild cognitive disabilities and general education students. The way to do this is to “adapt” or modify their curriculum. The Doctors aim to create a bridge for teachers, on which students from both sides of the spectrum can meet at a place of total comprehension, for all. “Adaption” can include simply adjusting or reworking material to harmonize learning, or, altering the framework in which information if presented (how its organized) or how its distributed (referring to spaces of time).
Lenz and Schumake make note that the main objective of adaption is not to give students with special needs a crutch, but help them to develop the tools to approach academic difficulties of special education (Autism, ADD/ADHD, bilingual) independently. “Adaption” is short-term.
I wholeheartedly agree with the authors. If a teacher purposefully plans lessons taking in account student needs and distributes complicated concepts over time, breaking down ideas for varied learners in a general way and then connecting them to larger themes, students will learn to individually disseminate information on their own in the same fashion.
This semester I am observing Ms. Glass (General Ed) who teaches Global History. She is a shining testament to the ideals preached by Lenz and Schumake. The young Columbia University graduate has done an excellent job of enriching her students on content and concepts as complex and intricate as those being taught in Global Honors.
While Ms. Glass has unique story-telling abilities, she more importantly adheres to the outlines created by Lenz and Shumake 1) her ideas begin generally (e.g. world religions) and expands (e.g. the poetic nature of the Koran) enabling students to see the big picture. Her most recent lecture centralized on the contributions of the Islamic “Golden Age.” Ms. Glass was able to draw connections from religion which the students learned weeks earlier while discussing the secular gifts of communities shaped by religion. She enlightened learners, capturing the rich relationships between art and religion, but embarked on this very expansive subject with broad principles. For weeks students filled out charts and drew Venn diagrams contrasting and comparing religions and then after time applying rules central to their beliefs to the societies molded by them and their life-long bestowals. For example, the Arab contribution of the present day check book. In the end, children were able to apply concepts to life, and reality. Life application is the highest achievement of social studies teachers.
“Adapting Language Arts, Social Studies, and Science Materials for the Inclusive Classroom” by Keith Lenz and Jean B. Schumaker
I was recently told that if I have taught in front of a class of students for a significant amount of time, I had probably differentiated my instruction more than once, without my even knowing it. This passage articulates the process of adaptation better than any I have seen prior to it, yet I am still hoping to see more specific examples of how instruction has already been differentiated.
The Why of adapted instruction begins with the individual student’s needs determined either by his or her IEP or through formative assessment.
The Who of adapted instruction calls for a collaborative effort first between the teacher, their program coordinator and administration. It involves the individual student whose needs we must meet. It also involves the student’s parents who should be well informed about changes in adaptations as well as progress of their son or daughter.
The What of adapted instruction deals with the degree of differentiation required. Some students will require content adaptations, determined only by IEP meetings. Other students will require format adaptations (how the material is presented, medium used in material presentation).
The When of adaptation deals with the timing of intervention as well as its duration. The article states that “adaptations are more successful when they are offered and introduced to students at the beginning of the year.” It also entails how the adaptation should be “faded” as the student’s need for adapted instruction ideally decrease over time.
The Where of adaptation deals with the different locations that adaptations will originate and be implemented, including but not limited to the IEP meeting, the classroom as well as the student’s residence.
The How of adaptation is the most detailed portion in the article, coincidentally my point of greatest interest. Some examples of “how” deal with altering existing instructional materials, mediating existing materials, and selecting alternate materials. These procedures may require the rewriting or reorganization of information, altering the presentation of information as well as the pace at which information is presented. “How” also entails the evaluation and adjustment of adaptations as the needs of the individual student evolve over time. It includes the informing the parents of the student as well as how to “fade” the adaptation when possible.
Lenz and Shumaker’s step-by-step approach to adoption, to me, is similar to differentiated instruction. It is similar in the sense that you must evaluate why your students do not understand the material being taught to them and find the best ways they learn. Teaching through strengths for students with IEP’s allows them to learn what is normally hard for them to grasp through their own comfortable method of learning. Adoption however, is not something that needs to be implemented continuously, “Adaptations should be approached as short-term solutions within a long-term plan for teaching skills and strategies that will promote the student's independence as a learner and ultimately reduce the need for adaptations.” This I believe helps promote confidence for students who otherwise have difficulty in the classroom. This is not just a step-by-step program for students but also one for teachers. Creating lesson plans and curriculums revolving around the adaptation approach requires much thought, dedication, and passion. Teachers still need to target every student with an emphasis on students with IEP’s in the classroom and adaptation approach, when done correctly, can help all students. This does not require scrapping lesson plans or “starting over” but altering existing material that may otherwise be “boring” but necessary for students. Why implement adaptation in a classroom? It allows each student to strengthen their learning skills without being undermined, left out, and confused. Students with IEP’s won’t feel targeted under this plan because the technique is being taught to the whole class so everyone benefits from learning the best way they can, students become more engaged, and teachers are targeting all students as opposed to some.
Adaptations are strategies in which a teacher comes up with to help enhance the learning of a student with disabilities. Most adaptations presented into the classroom are used to reinforce the skills that are needed in order for learning to take place. Depending on the student and the severity of the disability, the adaptation can be long or shot term. For the most part, adaptations are created broad, flexible by the developers of the curriculum in order to save room for change. If the built in adaptation doesn’t work, the adaptations are enhanced by the teachers who have to students in their classroom. The special education teachers, along with the general education teachers, come up with the best solution possible to adapt the material to best suit the student’s needs. Adaptations are created so that the student with the disability can reach their fullest potential and be in an LRE. Think about animals out in the wild, I remember in science we were always taught about adaptation. It was essential for an animal to adapt to their new environment in order to survive and succeed. Like Darwin’s theory of survival of the fittest. If you were able to adapt to this environment that you were not initially born into, you would succeed and live. For a student with disabilities, being in a general education classroom never used to be an option for them, if they are able to succeed in the general education classroom with a disability, they will prosper. Careful processes are conducted by teachers to ensure that the adaptations are the right route to travel down. The article shows the 9 different steps it takes to complete this difficult and lengthy task but it is worth it to confirm that the most learning is taking place.
Blog to: “Adapting Language Arts, Social Studies, and Science Materials for the Classroom” by Keith Lenz and Jean B. Schumaker
Adaptations are simply that. They are adjustments made to curriculum to help benefit the student. Adaptations can be anything from the way a lesson is taught to the materials used for the learning process of the individual in need of such a change. The parents of the child in need of the adaptation should certainly be informed of this and involved as well.
I'm currently observing a 6th grade ELA class over at W.T. Clarke Middle School that has about 5 students the teacher implemented adaptations for. One student in particular is a girl that suffers from short term memory loss, which according to this article is considered "level 2". Although I am not thoroughly sure on what the adaptations might be, I noticed that her binder for her notes is much different from the other students. Her aide showed me they have a dry-erase checklist they keep in her binder so that she remembers how to stay on track and keep her focus on what she needs to do for the lesson/homework/test.
I do not think adaptations are set backs for the learning of the students they're designed for. Unfortunately, I believe some parents might be sensitive to the idea of a substitute curriculum. Overall, I think these are great and should be taken advantage of to the max.
- Susan Lastorino
Thoughtful responses everyone... I pulled out a few quotes I think we should discuss:
"The adaptation should be treated as a tool to success, not a crutch, by both the teacher and student."
"...adaptations help all students to succeed and have the opportunity to learn everything they want to in their own way."
"While the adaptations are made by the teacher, it is always good to involve the parents and students as well as other paraprofessionals in the process."
"...determining if the content/curriculum itself or the method of delivery requires modification."
“Adaptations should be approached as short-term solutions within a long-term plan for teaching skills and strategies that will promote the student's independence as a learner and ultimately reduce the need for adaptations.”
“Adapting Language Arts, Social Studies, and Science Materials for the Classroom” by Keith Lenz and Jean B. Schumaker
Adaptations are modifications to a lesson plan or instructional materials. This happens when the lesson or instructional materials are inappropriate for the student or present barriers that prevent the student from learning. Adaptations should be a short-term solution to problem that educators should work together to help the student overcome. This article by Keith Lenz and Jean Shumaker (2004) describes a nine step process for developing and applying materials adaptations. They state that adaptations, when not designed into curricular materials by the developers can be time consuming and complex for teachers to build. Thus Lenz and Shumaker present this outline for guiding teaching when adapting a lesson for a student.
The beginning step is assessing the student and the lesson plan/ materials. From the start teachers should identify the obstacles that the child is having difficulty with, and beginning involving parents, administrators and other teachers in the process. By reading this article I realized the two ways in which a differentiated lesson can be based. Step 4 and 5 speak of content vs. format adaptations. Lenz and Shumaker illuminated that format adaptations are usually centered on the student’s disability, while content adaptations must be careful to remain compliant around the state’s standards.
The latter steps are about adjusting the adaptation. One thing that through the article Lenz and Shumaker stressed was that adaptations are only for a short-term. Successful adaptations not only teach students help teach a content, but also they help address learning disabilities. One quote that stood out to me was that “students should be taught how to recognize the need for and request materials adaptations”. Most often when children struggle they don’t recognize what is the reason or tactic that is preventing them from grasping the concept. I think that this is a bonus. In addition to overcoming a barrier to learn a lesson, students will also learn what strategies make it difficult for them to learn and how to overcome them. I enjoyed reading this article; I felt that it could have included more examples.
-April Hurley
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