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Essay / Research Paper Abstract
A 3 page paper that four categories related to curriculum adaptation. The essay offers numerous tips for adapting curriculum and instructional strategies. Bibliography lists 3 sources.
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3 pages (~225 words per page)
File: MM12_PGspedcr3.RTF
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Unformatted sample text from the term paper:
included in a students IEP. For students with IEPs, the teacher must first adapt whatever is identified in that document, whether it is an instructional strategy, the type of materials
or how the student is to be assessed for learning. The teacher must adhere to what is written in the IEP (Price et al, 2001). If materials are adapted or
modified, it may involve "making changes to the equipment and / or supplies" (Bashinski, 2007) the student will be using (Bashinski, 2007). These types of adaptations typically: adjust the reading
level of the materials for the student; provide additional materials for some of the content presented; providing materials that emphasize different sensory modalities; or, in some cases, "selecting alternate instructional
materials for their durability or safety features" (Bashinski, 2007). Teachers are experienced in selecting materials that teach the same thing but are at a different reading level to accommodate poor
readers. This may be necessary in different subject areas for a particular student (Renaissance Group, 2007). With certain types of learning disabilities, using technology can be of great benefit to
the student. With a non-reader, tapes of the text are valuable (Bashinski, 2007; Price et al, 2001). Computer programs are useful to help children learn how to read and to
increase their vocabulary. In math, the teacher could allow the student to use a calculator (Renaissance Group, 2007). Using multimodality materials is helpful for the entire class since
every student has a preferred learning modality (Bashinski, 2007). For instance, some students are very tactile or kinesthetic but lessons are typically presented verbally and sometimes visually (Bashinski, 2007). The
student who learns by feeling or doing is at a disadvantage. Offering lessons and activities that involve hands-on activities or special visual aids are just two ways of meeting a
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