Adapting & Modifying

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.

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

1. Lower level conceptual difficulty, but related to the content and evaluation of subject

   1. E.g. names of planets vs. Researching

   2. E.g. budget skills vs. Algebra

2. Portion of content addressed at level

   1. E.g. identify dangerous chemicals vs. Carry out scientific experiment (both outcomes are necessary for students)

3. Related but significantly different outcome from curriculum

   1. e.g. reading and responding to text vs. How to listen and turn the page using assistive tech