Adapt and Modify

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Adapt and Modify

• Strategies for Success

Presented by Demetra Kampetis, Inclusion
Facilitator Pittsburgh Public Schools,
Pittsburgh, PA
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Paraeducator Development Plan Menu(to be used in
conjunction with Paraeducators Personal
Development Plan)
Directions This menu is a tool for you to use as
you progress through the Paraeducator Course.
Whenever you come across topics about which you
would like more information, place a checkmark
next to the topic and indicate in the Notes
column any specifics (for example, in 1 indicate
which disability). For each topic checked make an
entry in the Paraeducator Personal Development
Plan.
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Paraeducator Development Plan
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District, IU, Preschool Agency Policy

• Your local district, IU, preschool or employing
  agencys policies regarding paraeducator job
  descriptions, duties, and responsibilities
  provide the final word!

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Adapt and Modify

• Support for Special Needs Students

AGENDA

• The Ground Rules
• Know Yourself
  
• Know Your Team Members
  
• Know Your Students
• The Nuts and Bolts of Adapting and Modifying
• Nine Types of Adaptations
• Tool Kit
• HELP Packet

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Learner Outcomes

• Participants will gain an understanding of
• Strategies to maximize student participation in
  the regular classroom.
• Ways to adapt materials so students are able to
  complete assignments independently.
• The paraeducators role in making instructional
  adjustments for students

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Ground Rules for supporting students and
adapting instruction in inclusive settings
Know Yourself Know Your Team Members Know
Your Students
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Know Yourself
Complete the inventory

• What color
• are you?

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Know Your Team Members
Those that are like you.
Those that are not like you!
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Recognize Differences
Find the common ground to benefit the team and
student
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Know Your Students
Strengths /Weaknesses Learning Style Present
Educational Levels Goals and Objectives
IEP and Student Profile
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Know Your Students
Understand their Disabilities (as well as
abilities)
Health Impaired
Learning Disabled
Attention Deficit Disorder
Mental Retardation
Sensory Impaired
Behavior Issues
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Become familiar with the General Education
Curriculum
The Nuts and BoltsAdapt and Modify

• Know the content
• Should accommodations be made for your student?
• Should modifications be made for your student?
• Instructional activities are developed by general
  education and/or special education teacher.

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The Nuts and BoltsAdapt and Modify

• ALWAYS
• Consult and communicate with
• regular education teacher and special education
  teacher
• regarding adaptations and modifications

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Adaptations

• Nine Ways to Adapt
• Tool Kit
• HELP Packet
• Adapting Written Assignments and Assessments

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Adaptations
Where do I begin?
Nine Types of to Adaptations Indiana
University, Bloomington, Indiana
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Nine Types of Adaptations
Size and Depth
Level of Support
Time
Input
Difficulty
Output
Substitute Curriculum
Alternate Goals
Degree of Participation
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Nine Types of Adaptations
Which adaptation would be the easiest to
implement?
Which adaptation would be the most difficult to
implement?
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Tool Kit

• Quick and easy ways to
• adapt and modify

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Tool Kit

• Highlighter
• Use to mark
• operational signs
• directions,
• ones columns on multi-digital math
• reduce number of choices to multiple choice
  questions
• labels in word problems

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Tool Kit

• Plastic sheet covers
• Ruler
• Post It Notes
• Labels

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HELP Packet

• Handy
• Everyday
• Learning
• Packet

A personal two pocket folder for students
Communications
Math
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Adapting Written Assignments and Assessments

• Completion
• Matching
• Multiple Choice
• True and False

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Adapting Written Assignments and Assessments

• Completion

• Provide a word bank for possible answers
• Provide configuration clues for missing words
• Provide partial letter clues for missing words
• Allow the use text book

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Adapting Written Assignments and Assessments

• Completion

choosy signal blooms

• The flower in the morning when the sun comes
  out.
• Im oo when I pick a piece of fruit.

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Adapting Written Assignments and Assessments

• Matching

• Present sets of questions in small groups
• Give the same number of questions as answers
• Underline clue words
• Use capital letters
• Put the definitions on the left and vocabulary on
  the right

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Adapting Written Assignments and Assessments

• Matching

• Grows flowers choosy
• Picky signal
• To announce the arrival of blooms

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Adapting Written Assignments and Assessments

• Multiple Choice

• List choices in vertical columns
• Eliminate the use of combination answers such as
  all of the above, A and B
• Offer fewer choices
• Use capital letters

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Adapting Written Assignments and Assessments

• Multiple Choice

• 1. What did the goats smell while trotting down
  the road?
  
  
• A. cookies
• B. muffins
• C. cake

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Adapting Written Assignments and Assessments

• True and False

• Use simple straightforward statements
• Avoid negative or comparative words
• Underline key words that make the statement true
  or false
• Use yes and no rather that true or false

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Adapting Written Assignments and Assessments

• True and False

• 1. Bears can stand on two legs. Yes No
• 2. Bears like to eat fish. Yes No
  
  

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Learner Outcomes

• Participants will gain an understanding of
• Strategies to maximize student participation in
  the regular classroom.
• Ways to adapt materials so students are able to
  complete assignments independently.
• The paraeducators role in making instructional
  adjustments for students

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Upcoming Videoconferences

• April 26, 2006
• Legal Issues in Special Education What
  Paraeducators Need to Know
• May 17, 2006
• The Competent Learner Model

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Upcoming Regional Training Sessions

• August Live Trainings
• August 9-10- King of Prussia
• August 15-16 Pittsburgh
• August 17-18- Harrisburg

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Wrap Up

• Complete the Paraeducator Development Plan
• Complete Evaluation Form