Quantity
Adapt the number of items that the learner is expected to
learn or complete.
For example: Reduce
the number of social studies terms a learner must learn at any one time.
Input
Adapt the way instruction is delivered to the learner.
For example: Use
different visual aids, enlarge text, plan more concrete examples, provide
hands-on activities, place students in cooperative groups.
Participation
Adapt the extent to which a learner is actively involved in
the task.
For example: In
geography, have a student hold the globe, while others point out locations.
Time
Adapt
the time allotted and allowed for learning, task completion, or testing.
For example: Individualize a timeline for completing a task; pace learning
differently (increase or decrease) for some learners.
Difficulty
Adapt the skill level, 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 learner needs.
Alternate Goals
Adapt the goals or outcome expectations while using the same
materials.
For example: In social studies, expect a student to be able to locate just
the states while others learn to locate capitals as well.
Level
of Support
Increase
the amount of personal assistance with a specific learner.
For example: Assign
peer buddies, teaching assistants, peer tutors, or cross age tutors.
Output
Adapt how the 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.
Substitute Curriculum
Provide different instruction and materials to meet a
learner’s individual goals.
For example: During a language test, one student is learning computer
skills in the computer lab.
(Source:
Diana Browning Wright, 2003, Teaching
and Learning Trainings at http://ahaa.tusd.us)
No comments:
Post a Comment