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How to make adjustments and accommodations to increase engagement and participation of students with ASD in the classroom. - PowerPoint PPT Presentation
Citation preview
How to make adjustments and accommodations to increase
engagement and participation of students with ASD in the classroom.
The Positive Partnerships initiative is funded by the Australian Government Department of Education through the Helping Children with Autism Package. The views expressed in this publication do not necessarily represent the views of the Australian Government or the Australian Government Department of Education.
Overview of Positive Partnerships
• The overall objective of Positive Partnerships is to improve the educational outcomes of school age students with ASD.
• This initiative is funded by the Australian Government Department of Education, as part of the Helping Children with Autism package.
• Positive Partnerships comprises a professional development component for educators and a complementary component for parents/carers of school age students with ASD.
• www.positivepartnerships.com.au
What do we believe?
1. All students can succeed
2. Effective schools enable a culture of learning
3. Effective teachers are critical to students’ learning success
4. Teaching and learning are inclusive
5. Inclusive schools actively engage and work in partnership with the wider community
6. Fairness is not sameness
7. Effective teaching practices are evidence-based
8. High expectations are essential for all students
9. Learning occurs as a continuum
Differentiation
At its most basic level, differentiating means ‘shaking up’ what goes on in the classroom so that students have multiple options for taking in information, making sense of ideas, and expressing
what they learn…providing different avenues to acquiring content, processing or making sense of ideas and to develop
products so that each student can learn effectively.
Tomlinson, 2001
Adjustments
Environmental
Adapt the setting
CurriculumAdapt what is taught
Student preference
Student interest
Task difficulty
Is it meaningful?
Is it functional?
Student response
Oral, written, drawn, typed, videoed, high tech
How is it presented
Visuals, displays
Broken down into manageable chunks
Extra time
More concentration on certain topics
Who
Sitting next to? Group? Support?
Where
Learning? Sitting?
When
Ideal times? Support?
InstructionalAdjust how it is taught
and how learning is demonstrated
Three types of adjustments
Curriculum adjustments
Student response
Oral, written, drawn, typed, videoed, high tech
How is it presented
Visuals, displays
Broken down into manageable chunks
Extra time
More concentration on certain topics
Who
Sitting next to? Group? Support?
Where
Learning? Sitting?
When
Ideal times? Support?
Environmental
Adapt the setting
Instructional
Adjust how it is taught and how
learning is demonstrated
CurriculumAdapt what is taught
Student preference
Student interest
Task difficulty
Is it meaningful?
Is it functional?
Adjustments
• Curriculum adjustments refer to measures or actions taken in order to provide a student with a disability the same educational opportunities as everyone else.
• For adjustments to be reasonable they need to be appropriate for the particular student with a disability in a particular situation.
What are curriculum adjustments?
The Australian Curriculum
http://www.australiancurriculum.edu.au/StudentDiversity/Pdf/StudentDiversity
Curriculum adjustments - considerations
Input:Can the student learn from the same kinds of instruction and materials as his or her classmates?
Output:Can the student participate in the lessons, produce what is necessary, and be assessed in the same way as other classmates?
Rate:Can the student work as fast as the rest of the class?Does the student need the same amount of feedback and practice?
Support:Can the student manage independent and group work as well as his or her classmates?
Sample questions - unadjusted
Question 1
a) Name two examples of a cultural group having a differing view on the uses of science than the majority of the population
b) Describe some reasons for this group holding differing views
c) Assess the possible impacts of these differing opinions on the cultural group
Year 9 Assessment Task ResearchQuestion 1
a) Name two examples of a cultural group having different views on the uses of science than most of the population
b) Describe some reasons for this group having different views
c) Assess the possible impacts of these different views on the cultural groups
a)
Cultural Group______________________
Cultural Group______________________
b) Reasons Reasons
Impacts Impactsc)
Instructional adjustments
Environmental
Adapt the setting
CurriculumAdapt what is taught
Student preference
Student interest
Task Difficulty
Is it meaningful?
Is it functional?
Who
Sitting next to? Group? Support?
Where
Learning? Sitting?
When
Ideal times? Support?
Student response
Oral, written, drawn, typed, videoed, high
tech
How is it presented
Visuals, displays
Broken down into manageable chunks
Extra time
More concentration on certain topics
InstructionalAdjust how it is taught and how learning is demonstrated
Adjustments
• Teaching practices that engage students in the curriculum.
• Instructional adjustments support students to:
• Participate
• Demonstrate learning
• Produce something that becomes evidence of learning
What are instructional adjustments?
Students will be successful in learning if the following information is provided:
• What am I expected to do?
• How much am I expected to do?
• How will I know when I am finished?
• What will I do next?
Having a clear understanding of what is happening and what he/she is meant to do will decrease any anxiety a student may be feeling because they are unsure and unable to ask for clarification.
Environmental adjustments
Adjustments
CurriculumAdapt what is taught
Student preference
Student interest
Task Difficulty
Is it meaningful?
Is it functional?
InstructionalAdjust how it is taught
and how learning is demonstrated
Student response
Oral, written, drawn, typed, videoed, high tech
How is it presented
Visuals, displays
Broken down into manageable chunks
Extra time
More concentration on certain topics
Environmental Adapt the setting
Who
Sitting next to? Group? Support?
Where
Learning? Sitting?
When
Ideal times? Support?
The adaptation of the setting:
• The where, when and with whom learning will take place
• Environmental organisation of classrooms and other learning environments is just as important as curriculum and instructional adjustments
What are environmental adjustments?
Environmental adjustments
• Physical environmente.g. organised areas, physical boundaries, stimuli
• Learning environment e.g. seating plans, time management, grouping
• Visual organisatione.g. colour coding, labelling
General accommodations/adjustments checklist
• What adjustments are you currently making?
• What adjustments could now be included as a result of this session?
Thank you for your participation
FAIRNESS AND EQUITY
Responding to every student in the same way is equal.
Responding to each student based on needs is the meaning of fairness.
Take golf…
All golfers have different abilitiesEveryone tees off together
So that everyone has the same opportunity to wina handicap is given
No one seems to think that this is unfair.
‘Fairness is not everyone getting the samebut everyone getting what he or she needs’
Socrates