This module will provide an in-depth study of common learning problems in the middle/high school-aged student across content areas. Teaching strategies and techniques as related to effective practices in inclusive classrooms are considered using the Adapting curriculum & instruction in inclusive classrooms (2000) and the Include Plan (Including students with special needs, 2002) as a basic premise.

The Strategies for Adapting and Modifying web module will improve training/professional development/technical assistance through the intended activities which have the potential for statewide impact. The goal of the outcomes stated below is to develop a conceptual understanding and skill acquisition of "how to adapt and modify curriculum and assessment across the content disciplines/areas.  

Developmental Level:   

• Middle Childhood
   
• Early Adolescence
   
• Adolescence/Young Adulthood

The teacher understands student’s learning and development and provides opportunities to support intellectual, social, and personal development.

• The teacher understands how students differ in learning and creates instructions adapted to diverse learners.
   
• The teacher understands and uses a variety of instructional strategies.
   
• The teacher plans instruction based on subject matter, the community and curriculum goals.

IDPS Instructional Proficiencies
Demonstrate knowledge of students

1. Teacher displays knowledge of age-group characteristics and individual and group exceptions to them
    
2. Teacher uses this knowledge to vary instruction
    
3. Teacher displays knowledge of group and individual student skills (abilities, learning styles, special needs).

Modify instruction for children with learning differences

4. Teacher makes adjustments to lessons and materials to address different learning styles, learning disabilities, and gifted abilities
    
5. Teacher seeks appropriate help from colleagues, administration, parents and community professionals to improve all students’ learning
    
6. Teacher creates assessments which challenge appropriately all students
    
7. Teacher displays knowledge of the interests or cultural heritage of each student

NBPT Instructional Proficiencies:

1. Teachers are committed to students and their learning.
    
2. Teachers are responsible for managing and monitoring student learning.
    
3. Teachers know the subjects they teach and how to teach those subjects.

To complete this module, you will need to:

Read and study the narrative section of this module. There are several websites referenced throughout the narrative. These sites are offered to provide the user opportunities to gain optimal knowledge as related to the topic of effective techniques and strategies for including students.

References

You are now ready to plan instruction using the INCLUDE Strategy (use the INCLUDE Matrix). The purpose of the activities (Identify, Lesson Plan, INCLUDE Matrix) is to enable participants to gain skills in developing, adapting or modifying curriculum, instruction, and assessment to meet the cognitive, physical, and social needs of students with disabilities.

Standards assessed with this assignment: INTASC 1, 2, 3, 4, 5, 6; IDS I.2, III.5

STEP ONE: Select one lesson plan to work with for this assignment. If you do not have a classroom and/or unit of study that you can select lesson plans, you may find the following sites helpful Kathy Schrock's Guide for Teachers or Donn Pages. Type the lesson plan clearly, ensuring that they include grade level, title of lesson, objectives, learning activities, materials needed, and an evaluation plan. While the grade/credit for this learning activity is based on your ability to adapt or modify a lesson using the appropriate types of accommodation, there needs to be enough detail provided so your instructor can tell exactly what should be going on in the classroom. (See Lesson Plan grading rubric)

STEP TWO: Select the student for whom you will be developing lesson adaptations. Provide a detailed synopsis of a student with whom you have worked. Your description should include the student's gender, grade level, age, physical, cognitive, and emotional profile. If you are not currently working with students, you may use one of the case studies located on the IDEAL homepageIDEAL Homepage .

STEP THREE: For the lesson, complete an Identify Classroom Demands sheet listing the cognitive, social, and physical demands of the lesson as originally written.

STEP FOUR: For your student, complete an INCLUDE matrix. Remember to address how you will use the strengths of the student in a positive way and how you will adapt or modify to demonstrate how the student will benefit from this lesson. Under the “E” step (Evaluate), you will provide your rationale for the suggested adaptations or modifications.

STEP FIVE: Write a set of reflection/evaluation questions that you would ask yourself (and watch for as you teach) to determine whether the lesson adaptations or modifications were successful with your student?

STEP SIX: Organize the assignment to submit. Put materials in the following order: