adaptations - change rules to accommodate learner needs...

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Size Adapt the number of items that the learner is expected to learn or complete. For example : Reduce or increase the number of social studies terms a learner must learn at any one time. Time Adapt the time allotted and allowed for learning, task completion, or testing. For example : Individualize a timeline for completing a task; pace learning differently (increase or decrease) for some learners. Level of Support Increase or decrease the amount of personal assistance with a specific learner. For example : Assign peer buddies, teaching assistants, peer tutors, or cross-age tutors. Input Adapt the way instruction is delivered to the learner. For example : Use different visual aids, plan more concrete examples, provide hands-on activities, place students in cooperative groups. Difficulty Adapt the skill level, problem type, or the rules on how the learner may approach the work. For example : Allow the use of a calculator to figure math problems; simplify task directions;
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Unformatted text preview: change rules to accommodate learner needs. Output Adapt how the student can respond to instruction. For example : Instead of answering questions in writing, allow a verbal response, use a communication book for some students, allow students to show knowledge with hands-on materials. Adapting Instruction Participation Adapt the extent to which a learner is actively involved in the task. For example : In geography, have a student hold the globe while others point out locations. Alternative Goals Adapt the goals or outcome expectations while using the same materials. For example : In social studies, expect a student to be able to locate just the states while others learn to locate capitals as well. Substitute Curriculum Provide different instruction and materials to meet a student’s individual goals. For example : During a language test, one student is learning computer skills in the computer lab....
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