Transcript Slide 1

is
Adaptations in Action:
Supporting Students with
Disabilities (Functional)
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Created by the Inclusion Collaborative
Supported
by:
• Janice Battaglia
– Inclusion Collaborative Manager
– [email protected]
– 408-453-6552
• Laurie Nielsen
– Inclusion Training Specialist
– [email protected]
– 408-453-6554
WARMENHOVEN
INSTITUTE FOR
INCLUSION
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Today’s Outcomes
• Understand the definition of access
• Learn the rationale for adaptations through
evidence-based practice
• Develop a framework to understand adaptations
• Understand a variety of teaching strategies for adaptations
• Learn about the Adaptations Bin Tool
• Create adaptations with a variety of everyday
materials
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Access
Individuals with Disabilities
Education Act (IDEA)
“Students with disabilities have the right to:
• Have access to the general curriculum
• Be involved in the general curriculum (which
includes appropriate support and adaptations)
• Progress in the general curriculum.”
(ideas that work 2003 p. 2)
• General curriculum – same curriculum as
students without disabilities
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Group activity
Think-Pair-Share
• What words come to mind when you think
about the definition of the word access?
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Access defined
1. The ability or right to approach, enter,
exit, communicate with, or make use of:
i.e. has access to classified material. http://www.thefreedictionary.com/access
2. The right to obtain or make use of or
take advantage of something:
i.e. as services or membership
http://www.google.com/search?hl=en&defl=en&q=define:access&ei=6t6CS5L8K4TYsgPw7YHwAw
&sa=X&oi=glossary_definition&ct=title&ved=0CAYQkAE
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Access to the Curriculum
• The right to obtain…
– (games, activities, and materials) or
• Make use of or take advantage of
something
– (be involved in or participate in
activities/curriculum at own level)
– (as independently as possible)
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Access to the Curriculum
Students can’t have …
• access to the curriculum
• be involved in the curriculum
• or progress in the curriculum
…if students are asked to do something that is not at
there developmental level or
…if the task is done for the student
Solution: use adaptations as alternative methods for
demonstrating their academic success.
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Framework for Understanding
Adaptations
Teaching
strategy
Tool for
implementation
Access to
curriculum
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Why Students Might Need
Adaptations
Learn Differently
Students with disabilities might learn concepts
differently than students without disabilities.
They might need:
– Direct teaching of routine skills
and academic concepts
– Repetition to practice skills
– Skills broken down into smaller
parts
– Accommodations or modifications
for success
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Why use Adaptations?
It is important for students with special
needs to be able to participate in all
classroom activities, at their own level,
and as independently as possible.
Sometimes their skill level does not match
the requirements for an activity resulting
in nonparticipation.
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Adaptations
Student’s
current skill
level
Requirements
of the
Activity
Adaptations function as a bridge to the student’s
current skill level and the requirements of an
activity.
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Adaptations For People with
and without Disabilities
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Types of Adaptations
Visual supports
Assistive equipment or device
Alternative communication system
Functional positioning
Sensory support
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Visual Supports
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Assistive Equipment or Device
Any type of adaptive
equipment or assistive
device needed for
positioning or
manipulating objects
• walkers
• special utensils
• switches
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Alternate Communication System
Another system of communication may be used when a
person cannot use spoken language:
•Picture cards
•Signing or gestures
•Electronic communication devices
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Functional Positioning
Allows a person the necessary stability to control
his/her movements as much as possible.
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Sensory Support
• Sensory support may be
needed to allow a person to
focus attention and learn in the
daily environment
• Sensory support may include:
– reducing background noise
– adjusting tactile stimulation
– adjusting visual stimulation
Photo from: specialneedstoys.com
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Group Activity:
Stereotypical Myth:
Only people with disabilities need adaptations.
Think and and write down adaptations that you, a
family member, and/or a friend, without
disabilities, make in daily life activities using the
category with the star
Everyday
adaptation
handout
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Share you ideas…
Stereotypical Myth:
Only people with disabilities need adaptations.
• Everyone is different and not everyone does
things the same.
• Fairness is not about everyone doing the same
it’s about making sure that everyone’s need
gets met.
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Teaching strategy:
EESS
EESS
handout
Tool
Access
Purpose of the Adaptation
• Enlarge
• Enhance
• Simplify
• Stabilize
From: http://www.connectability.ca/connectability/pages/index.html
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Adaptations Examples
Adapted glove and ball
Simplify
Enhance
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Adapted Dart Board
Enlarge
&
Simplify
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Adapted Writing Tools
Enhance
Enlarge
Stabilize
Simplify
A
C
Worksheets
B
Materials used:
A. Highlighter & ruler
B. Black marker
C. Black marker, ruler &
highlighter
Workspaces
• Use shelf liner so materials do not slide
around
• Use a glue gun to glue shelf liner on the backs
of materials & containers
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Teaching
strategies
Tool for implementation:
Adaptation Bin for Children
(ABC)
Access
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Adaptation Bins for Children
Based on the Inclusion
Collaborative’s seminar
Adaptations in Action:
Adaptation Bins for Children
(ABC) ©
http://www.sccoe.k12.ca.us/
programs/inclusioncollaborative/publications.as
p#1
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List of materials
Enhance & enlarge
• Black and yellow laminated
sheets
• Black marker and
highlighters
• Foam
• Pink hair curlers
• Glue gun & sticks
• ruler
Create
own bin
Stabilize & simplify
• Variety of different tapes
• Velcro
• Pencil grips
• Clipboard
• Chip clips
• Shelf liner
• Popsicle sticks
Create your own bin
Choose and purchase the
materials you would like
to have in your bin.
Stores to purchase materials:
• Dollar stores
• Drugstores
• Arts and crafts stores
Bin portable
storage ideas:
Let’s practice:
• Use the list of bin
materials to answer the
following questions for
this game.
Mathematics Game
Using the materials in the bin
answer the following questions
1. How could you stabilize the
materials so they don’t move
around the table?
2. How could you simplify for a
student who has difficulty
scanning all 9 boxes or numbers?
3. How can you enhance or enlarge
the spinner for fine motor
difficulties?
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Group Activity
Choose activity and discuss variety of ways to
adapt the materials using the items in the bin
and the EESS acronym
Turn taking game
Motor activity
Following directions
Lunchbox
Worksheets
Workspace/table activities
Personalizing
• Use the materials in the bin to create
adaptations for students in your room to
increase access of the curriculum.
• Fill out the bright idea sheet by:
Bright
idea
sheet
– Thinking about a specific child’s challenge
– Write an adaptation for that student using
materials in the bin & the EESS acronym
– Take white copy – leave your copy
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Cleanup
• Please clean up your space and get it ready for
the next seminar.
• Putting items back in Ziploc bags
• Placing all items back in the bin for the next
group
• Cleanup and organize adapted materials
When A Student Is Struggling
• Think of EESS
– Enlarge
– Enhance
– Simplify
– Stabilize
• Think of everyday materials that can help
make adaptations
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Framework Review
Teaching
strategies
EESS
Tool for
implementation:
Adaptation Bins for
Children
Access to
Curriculum
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Comprehensive Website
www.inclusioncollaborative.org
• Publications and Documents on Web site
• Kits for Inclusion Team Success
• Inclusion Selected Bibliographies
• Inclusion Support Warm Line
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Resource Links
• Adaptation Bins for children
http://www.sccoe.k12.ca.us/programs/inclusioncollaborative/publications.asp#1
• Inclusion Collaborative--downloadable materials and video clips
www.inclusioncollaborative.org
• National Dissemination Center for Children with Disabilities-- School
Age Accommodations http://nichcy.org/schoolage/accommodations
• Project Participate—Gadgets and Gizmos to support inclusion for:
play, writing, home, reading and communication
• Questions to Ask Before Selecting Potential Adaptations
http://www.teachervision.fen.com/tv/printables/0865863393_6_7.p
df
References
Cavallaro C. & Haney M. (1999). Preschool Inclusion. Baltimore: Paul H. Brookes Publishing
Co.
Connectability-A Project of Community Living Toronto;
http://www.connectability.ca/connectability/pages/index.html
Connections Project: Learning Communities for All Children. California Institute on Human
Services, Sonoma State University [Seminar]. Sonoma, CA. 2000.
Downing, June; (2008) Including Students with Severe and Multiple Disabilities in Typical
Classrooms Brookes Publishing; Baltimore, Maryland.
Greenberg, J. and Weitzman, E. (2005). Teacher talk workbook: fostering peer interaction
in early childhood settings. Toronto, Ontario: The Hanen Centre.
Halvorsen, A., Tweit-Hull, D, Falvey, M., Meinders, D., and Anderson, J. (2005). Inclusive
Education Starter Kit. Sacramento, CA: California Department of Education, Special
Education Division.
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References
(continued)
Howard, M., Kerr, C., and Tsakos, E. Learning Together – Tip Sheet Using Visuals.
Retrieved Dec. 3, 2008 from
http://www.connectability.ca/connectability/pages/lt_tipsheets/using_visuals.pdf
I’m Ready for Kindergarten: A Parent Handbook. (2008). San Jose, CA: First 5.
Retrieved Dec. 3, 2008 from
http://www.first5kids.org/files/F5_Countdown_Kinder_booklet_English2.pdf
Klein, M., Richardson-Gibbs A., Killpatrick, S, Harris, K. Project Support: Early
Childhood Inclusion Support Training Project. Preservice Supplement. [seminar].
3/2001.
Milborne, S. A., & Campbell, P. H. (2007) CARA’s Kit: Creating adaptations for routines
and activities. Philadelphia, PA: Child and Family Studies Research Programs,
Thomas Jefferson University.
.
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