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Meaning And Concept Of Curriculum Adaptation, Accommodation And Modification .pptx
- 1. Meaning And ConceptOf Curriculum Adaptation, Accommodation And Modification C2 ID : Curriculum Designing, Adaptation & Evaluation for Individuals with Intellectual Disability MURUGAN T Paul Institute of Special Teacher Tra
- 3. Curriculum Adaptations Curricular adaptationsare “changes permissible in educational environments which allow the student equal opportunity to obtain access, results, benefits, and levels of achievement.”
- 4. According to (NCERT2015) a) Adaptation refers to adjusting assessments, material, curriculum, or classroom environment to accommodate a student’s needs so he/she can participate in, and achieve the teaching-learning goals. b) Modification involves making changes to learning goals, teaching processes, assignments and/or assessments to accommodate a student’s learning needs.
- 6. Material content: fordifferently abled children adaptations will be in the form of enlarging the print, double spacing. Visual clues, reduce the content, use alternatives models, videos, assignments, etc.
- 7. Teaching strategies: Adaptthe teaching strategies to fit the needs of children with diverse abilities, eg. Use modeling and direct instruction, provide additional demonstrations using step by step approach, provide concrete experiences, use cooperative learning, peer tutoring, individualized instruction etc.
- 8. Level of support:some children with special needs require more support from the peers or teacher. Eg. increase the amount of personal assistance.
- 9. Adapting the rules:The teacher may adapt the rules relating to how a learner should approach the work by allowing the use of a calculator to solve problems in maths. Eg change directions/ instruction, simplify instruction, allow child to response question orally instead of writte, allow extra time to complete activity etc
- 10. Substituting the curriculum:A child with special needs may require the curriculum substituted for him E.g. Instead of language test child will be offered some other test as computer skill test etc.
- 11. Steps in Curriculumadaptation Examine the structure of the instruction Examine the demands and evaluation criteria of the task Examine the Learning environment Examine the materials for learning Examine the support structure Arrange alternate activities for foster participation and interaction
- 12. Quantity Time Level of support Input Difficulty Output Participation Alternategoals Substitute Curriculum Types of Curriculum Adaptation
- 13. Quantity Adapt the numberof items that the learner is expected to learn or number of activities student will complete prior to assessment for mastery For example Reduce the number of social studies terms a learner must learn at any one time. Add more practice activities or worksheets.
- 14. Time Adapt the timeallotted and allowed for learning, task completion, or testing For example Individualize a time line for completing a task, pace learning differently (increase of decrease) for some learners.
- 15. Level of support Increasethe amount of personal assistance to keep the student on task or to reinforce or prompt use of specific skills. Enhance adult-student relationship; use physical space and environmental structure. For example Assign peer buddies, teaching assistants, peer tutors, or cross-age tutors. Specify how to interact with the student or how to structure the environment.
- 16. Input Adapt the wayinstruction is delivered to the learner. For example Use different visual aids, enlarge text, plan more concrete example, provide hands-on activities, place students in cooperative groups, pre- teach key concepts or terms before the lesson.
- 17. Difficulty Adapt the skilllevel, problem type, or the rules on how the learner may approach the work. For example Allow the use of a calculator to figure math problems; simplify task directions; change rules to accommodate leaner needs.
- 18. Output Adapt how thestudent 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.
- 19. Participation Adapt the extentto which a learner is actively involved in the task For example In geography; have a student hold the globe, while others point out locations. Ask the student to lead a group. Have the students turn the pages while sitting on your lap(kindergarten).
- 20. Alternate goals Adapt thegoals or outcome expectations while using the same materials. When routinely utilized, this is only for students with moderate to severe disabilities. For example In a social studies lesson, expect a student to be able to locate the colors of the states on a map, while other students learn to locate each state and name the capital.
- 21. Substitute Curriculum( functionalcurriculum) Provide different instruction and materials to meet a learners individual goals. When routinely utilized, this is only for students with moderate to severe disabilities For example During a language lesson a student is learning toileting skills with an aide.