Instructional Adaptations MAINSTREAM BEYOND THE ADDON APPROACH By

Instructional Adaptations MAINSTREAM BEYOND THE “ADD-ON” APPROACH By: Geraldine Songao and Tatiana Olopai 2/5/2022

= “…if inclusion is to be successful and students with disabilities are to be part of the classroom learning community…adaptations of the general education curriculum are necessary…(Alexander & Hunter, 2004, p. 76). ” 2/5/2022

Instructional Adaptations = 2/5/2022

Harry Wong’s approach is… 2/5/2022

INSTRUCTIONAL ADAPTATIONS (SMITH, POLLYWAY, PATTON, DOWDY, 2012, PP. 214 -215) Provide appropriate structure and predictable routines. 2/5/2022 Establish a structured and consistent classroom environment.

INSTRUCTIONAL ADAPTATIONS (SMITH, POLLYWAY, PATTON, DOWDY, 2012, PP. 214 -215) Provide appropriate structure and predictable routines. Establish a structured and consistent classroom environment. Pop quiz on yesterday’s reading! 2/5/2022

INSTRUCTIONAL ADAPTATIONS (SMITH, POLLYWAY, PATTON, DOWDY, 2012, PP. 214 -215) Consistent schedule § Set rules and consequences § Clear expectations. 2/5/2022 Positive teacherstudent interaction § Adequate praise. § Systematic responses to problem behaviors.

INSTRUCTIONAL ADAPTATIONS (SMITH, POLLYWAY, PATTON, DOWDY, 2012, PP. 214 -215) Implement high Limit independent academic student seat work engagement activities. Allow sufficient time for establishing positive social interaction (No, freetime does not count). 2/5/2022

INSTRUCTIONAL ADAPTATIONS INCLUDE : § Well-structured and predictable § Consistent classroom environment § Behavioral Plan § Clear Expectations § Positive student-teacher interactions § Engage students with high-academic activities § Limit Seatwork § Allow enough time for positive social interaction 2/5/2022

• Previewing reading material • Preteaching vocabulary • Using graphic organizers Suggestions that illustrate ways to assist students in the PROCESSING READING CONTENT 2/5/2022 (Smith, Pollyway, Patton, Dowdy, 2012. pp. 485 -486)

• Allow students to choose their most comfortable method of writing. • Let students type or tape-record answers. • Provide copy of lecture notes, Powerpoint, or outline to guide note taking. Suggestions that illustrate ways to assist students to meet WRITTEN LANGUAGE DEMANDS 2/5/2022 (Smith, Pollyway, Patton, Dowdy, 2012. pp. 485486)

• Get attention, first • Use alerting cues. • Give one direction at a time. • Quietly repeat directions 1: 1 after entire class. • Check for understanding Suggestions that illustrate ways to assist students to FOLLOW and COMPLETE ASSIGNMENTS 2/5/2022 (Smith, Pollyway, Patton, Dowdy, 2012. pp. 485486)

• Break up big tasks into smaller chunks with due dates. • Post requirements needed to complete each assignment. Suggestions that illustrate ways to assist students to FOLLOW and COMPLETE • Check assignments ASSIGNMENTS frequently!! 2/5/2022 (Smith, Pollyway, Patton, Dowdy, 2012. pp. 485486)

IN THE WORDS OF HARRY WONG “…students can learn because their teachers have put together for student accomplishment (Wong, 2009, p. 308). ” 2/5/2022

2/5/2022 Wong, 2009, p. 308

2/5/2022 Wong, 2009, p. 308

2/5/2022 Wong, 2009, p. 308

Any questions? 2/5/2022

Sources: Alexander, K. , & Hunter, R. C. (2004). Administering Special Education : In Pursuit of Dignity and Autonomy. Elsevier JAI. Smith, T. E. C, Pollway, E. A. , Patton, J. R. & Dowdy, C. A. (2012). Teaching students with special needs in inclusive settings. Upper Saddle River, New Jersey: Pearson Education, Inc. Wong, H. & Wong, R. (2009). The first days of schools: How to be an effective teacher. Mountain View, California: Harry Wong Publication, Inc. Photos from Google Images 2/5/2022