Inclusive

Inclusive

• 1.
  Instructional Strategies
• 2.
  SIZE Adapt thenumber of items that the learner is expected to learn or complete. Example: Reduce the number of social studies terms a learner must learn at any one times.
• 3.
  TIME Adapt thetime allotted and allowed for learning, task completion, or testing. Example: Individualize a timeline for completing a task; pace learning differently (increase or decrease) for some learners.
• 4.
  LEVEL OF SUPPORTIncrease the amount of personal assistance with a specific learner. For example: Assign peer buddies, teaching assistants, peer tutors, or cross-age tutors.
• 5.
  INPUT Adapt theway instruction is delivered to the learner. Example: Use different visual aids, plan more concrete examples, provide hands-on activities, place students in cooperative groups.
• 6.
  DIFFICULTY Adapt theskill level, problem type, or the rules on how the learner may approach the work. Example: Allow the use of a calculator to figure math problem; simplify task directions; change rules to accommodate learner needs
• 7.
  Output Adapt howthe student can respond to instruction. For example: Instead of answering questions in writing, allow a verbal response, use a communication book for some students, allow students to show knowledge with hands-on materials.
• 8.
  PARTICIPATION Adapt theextent to which a learner is actively involved in the task. Example: In geography, have a student hold the globe, while others point out locations.
• 9.
  ALTERNATE Adapt thegoals or outcome expectations while using the same materials. Example: In social studies, expect a student to be able to locate just the states while others learn to locate the capitals as well.
• 10.
  SUBSTITUE CURRICULUM Providedifferent instruction and materials to meet a student’s individual goals. Example: During a language test, one student is learning computer skills in the computer lab.