Making Adaptations for Individual Learning
As previously noted, there are many times when an individual learner or group of learners can benefit from slight to detailed adaptations or modifications to the everyday learning structure. Many times, teachers make these changes without even realizing it. Sometimes, the changes require the intricate cooperation of a team of teachers, administrators, specialists, and parents. There also will be times when certain adaptations are not feasible for particular situations. In such cases, schools must do what is possible and reasonable, including the exploration of alternatives, to serve student needs. The following list details different instructional variables that can be manipulated to suit individual learner needs.
- Learning objective: Certain students may be helped by having personalized learning objectives that differ slightly from the whole-class learning objectives. For example, a specific lesson objective for the whole class may be mastery
of an entire list of vocabulary words, but for certain students the lesson objective might be to master the same list with a little extra time.
- Learning environment: Classroom lighting, noise level,
and visual stimulation can all be modified to suit learner needs. Portions of the classroom can be designed to afford students more or less of any of these variables as determined by student needs.
- Learning assistance: Students may require varying levels
of instructional and/or physical assistance beyond what is typically provided by the classroom teacher. Such assistance can be given by peers, other school staff, or volunteers.
- Instructional grouping arrangement: Teachers can take advantage of a number of different grouping arrangements and tailor them to specific situations. Ideas for arrangements include: whole-class instruction, teacher-directed small group instruction, cooperative learning groups, student-directed small group instruction, and independent seat work.
- Teaching format: Lessons can be delivered using a variety
of techniques, such as lecture and demonstration, whole-class discussion, games, simulations, role playing, presentations, and experiential-learning activities.
- Instructional materials: Instructional materials can
be altered to be more manipulative, concrete, tangible, or simplified. They should be matched to students’ learning
and comprehension levels.
- Classroom rules: Some situations may require that certain classroom rules be modified in order to allow all students to successfully participate in a lesson or activity. For example,
a rule might state that no talking is permitted during test taking, but a language-minority student might need an inter- preter to successfully complete the test (Udvari-Solner, 1992).
Regardless of what adaptations may be used and what brought them about, a team approach and shared responsibility are crucial. Team members can include the special and regular education teacher, the principal, parents, tutors, school psychologists, and other parties who are relevant to a child's education (Udvari-Solner, 1992; Golomb & Hammeken, 1996).
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Date of Last Update: 09/19/2001
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