Whereas the term "differentiation" is general education lingo that refers to class-wide ways of meeting the diversity in students we are here to support, "adaptations" and "modifications" are terms used when we aim (the differentiation) at the individual-level, especially for the purpose of formal individual plans such as IEPs or AIPs (Annual Instruction Plans for ELL students) as outlined by the Ministry of Education.
"Accommodations" are the umbrella term for adaptations and modifications to educational programs.
"Adaptations do not represent unfair advantages to students. In fact, the opposite could be true. If appropriate adaptations are not used, students could be unfairly penalized for having learning differences, creating serious negative impacts to their achievement and self‐concept."
(Special Education Manual, BC 2009)
"Adaptations occur when teachers differentiate instruction, assessment and materials in order to create a flexible learning environment."
(Special Ed. Manual, BC 2009)
Assessment
Instruction
Materials
There is a great deal of overlap between "adaptations" and "differentiation.
A helpful framework for understanding types of adaptations is the acronym A.I.M.
Universal Design and differentiation is now considered the norm for BC Teachers. So, in addition to the class-wide supports a teacher provides on a day-to-day basis, "adaptations" refer more precisely to customizations for individual students in Assessment (methods, materials), Instruction (how a student receives and/or engages in concepts), and Materials
Again, adaptations refer to changes made in the following areas
Customizing Assessment, Instruction, and Materials for in
For example, a student could be working on below grade level learning outcomes in Language Arts and at grade level in all other subjects or courses, some of which require reading materials at the lower reading level.
Modifications are now called "Replacement Curricula"
Should happen only rarely
Considered when…
e.g. students with limited awareness of surroundings
Fragile mental/physical health
Multiply challenged (medically and cognitively etc.)
May be a short term solution with the goal of transitioning back wherever possible
If so, their IEP should include goals to support the transition back
May only be necessary in certain subjects
Lower level conceptual difficulty, but related to the content and evaluation of subject
E.g. names of planets vs. Researching
E.g. budget skills vs. Algebra
Portion of content addressed at level
E.g. identify dangerous chemicals vs. Carry out scientific experiment (both outcomes are necessary for students)
Related but significantly different outcome from curriculum
e.g. reading and responding to text vs. How to listen and turn the page using assistive tech
References
Special education policy manual - gov.bc.ca. (n.d.). https://www2.gov.bc.ca/assets/gov/education/administration/kindergarten-to-grade-12/inclusive/special_ed_policy_manual.pdf
BC Ministry of Education. (2009, August). A Guide to Adaptations and Modifications.
Montgomery, S. (n.d.). Adapting and Accommodating for all Learners.
Rick Hansen Foundation. (n.d.). Universal design for learning workshop flipbook. Retrieved October 22, 2024, from https://www.rickhansen.com/sites/default/files/downloads/sch-35908udlworkshopflipbooken_0.pdf