Adaptations & Modifications

Adaptations

Adaptations are teaching and assessment strategies especially designed to accommodate a student’s needs so he or she can achieve the learning outcomes of the subject or course and to demonstrate mastery of concepts. A student working on learning outcomes of any grade or course level may be supported through use of adaptations. These strategies should be considered to provide students with equal access to learning, and an equal opportunity to show what he or she knows and what he or she can do.

BC Ministry of Education (2009)

Modifications

Modifications are instructional and assessment-related decisions made to accommodate a student’s educational needs that consist of individualized learning goals and outcomes which are different than learning outcomes of a course or subject. Modifications should be considered for those students whose special needs are such that they are unable to access the curriculum (i.e., students with limited awareness of their surroundings, students with fragile mental/physical health, students medically and cognitively/multiply challenged.)

Examples of Adaptations for Students:

audio tapes, electronic texts, or a peer helper to assist with assigned readings.
access to a computer for written assignments (e.g. use of word prediction software, spell checker, idea generator) .
alternatives to written assignments to demonstrate knowledge and understanding.
advance organizers/graphic organizers to assist with following classroom presentations.
extended time to complete assignments or tests.
support to develop and practice study skills; for example, in a learning assistance block .
use of computer software which provides text to speech/speech to text capabilities.
pre teaching key vocabulary or concepts; multiple exposure to materials.
working on provincial learning outcomes from a lower grade level.

BC Ministry of Education (2009)

Examples of Modifications for Students:

Content and evaluation related to the course /subject, but at a lower level of conceptual difficulty that is based on a student’s individualized outcomes or goals. For example, while students in a Grade 3 class are researching for a solar system presentation, a student with special needs uses a computer to drag and click planets into a template of the solar system and learns to say the names of each planet. Aso, a Grade 9 student with special needs learns how to count change and manage a personal budget while other students are introduced to algebraic expressions.
Only portions of the learning outcomes are addressed so that a student may participate in the classroom and feel success even though they are working at a conceptual level significantly different from the other students. For example, in a science class a student with exceptionalities learns to identify safe and dangerous chemicals used in the lab, while other students perform a chemistry experiment.
Although related to the outcomes of the curriculum, the goals for a student with special needs are significantly different. For example, while other students are learning how to read and respond to text in a Grade 4 classroom, a student with special needs is learning how to listen to stories at a pre‐primary level and when to turn the page using assistive technology.

BC Ministry of Education (2009)

Page updated

Google Sites

Report abuse