Adapting and Modifying the Curriculum
With the presence of a Deaf or hard-of-hearing student or students with other disabilities in the classroom, the curriculum requires modification and adaptations at times. However, there is no one-size-fits-all approach when it comes to adapting the curriculum because every teacher, every student and every classroom is different. Especially if multi-level instruction is factored in, adaptations may not be necessary at all.
The aim of making modifications and adaptations for individual students is to allow them greater access to classroom instruction by attempting to remove barriers as much as possible. This allows students to be better able to achieve the standards of the class and have a greater chance for success.
Here is a tool that educators should ask themselves when making adaptions or modifications for specific students in the classroom (Taken and adapted from Tools for Teachers. For a more comprehensive guide to making modifications click on the red words.):
1. Can the student actively participate in the lesson without adaptations? Will the same learning outcomes be achieved? Are there physical environment modifications that need to be made?
2. Can the student’s participation be increased by changing the instructional arrangement? E.g. cooperative groups, peer tutors, etc...
3. Can the student’s participation be increased by changing the lesson format? For e.g. experiential learning, discovery learning, role-plays, etc...
4. Can the student’s participation and understanding be increased by changing the teaching style?
5. Does the student need individual modified learning goals such as an Individual Learning Plan? The pacing, standards and content might need to be adjusted according to individual learning needs.
6. Will adaptations to classroom learning materials be required? E.g. more visuals, additional materials, different format, etc...
7. Is individual assistance required to ensure participation? E.g. educational interpreter, from peers, or the instructor, etc...
8. Will alternative activities need to be designed and offered for the student together with a small group of peers?
The aim of making modifications and adaptations for individual students is to allow them greater access to classroom instruction by attempting to remove barriers as much as possible. This allows students to be better able to achieve the standards of the class and have a greater chance for success.
Here is a tool that educators should ask themselves when making adaptions or modifications for specific students in the classroom (Taken and adapted from Tools for Teachers. For a more comprehensive guide to making modifications click on the red words.):
1. Can the student actively participate in the lesson without adaptations? Will the same learning outcomes be achieved? Are there physical environment modifications that need to be made?
2. Can the student’s participation be increased by changing the instructional arrangement? E.g. cooperative groups, peer tutors, etc...
3. Can the student’s participation be increased by changing the lesson format? For e.g. experiential learning, discovery learning, role-plays, etc...
4. Can the student’s participation and understanding be increased by changing the teaching style?
5. Does the student need individual modified learning goals such as an Individual Learning Plan? The pacing, standards and content might need to be adjusted according to individual learning needs.
6. Will adaptations to classroom learning materials be required? E.g. more visuals, additional materials, different format, etc...
7. Is individual assistance required to ensure participation? E.g. educational interpreter, from peers, or the instructor, etc...
8. Will alternative activities need to be designed and offered for the student together with a small group of peers?
