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Program Adaptations, Modifications and Intervention for Inclusion          

Adaptations 

As we know, children learn in different ways. It is important for educators to create an inclusive classroom to allow children with diverse abilities to fully participate in their classroom activities. These strategies include Accommodations and Modification. Accommodations make changes to the environment to support learning while having the same expectations for all children. Examples are:

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  • Provide fidget toys during circle time.

  • Integrate movement break between activities

  • Use different formats to present learning materials (e.g. pictures, text, music, videos)

  • Provide different sizes of writing or cutting tool for fine motor activities

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The photo on the right is a sensory bottle I made for children to calm down or to look at during circle time for accommodation purposes.​

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Modifications

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Modifications means making changes to what we teach the child by having a different expectation based on the child’s development. Examples are:

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  • Use fingers to create lines or shapes on sand instead of writing with pencils.

  • Allow child to tear paper instead of cutting with scissors.

  • Provide picture books in the reading area for children not yet ready to read.

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Source: York Region Learning Resources (R.I.S.E. Module 2: Inclusive Classroom)​

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The photo on the left is a modification of an art activity designed for a child who has cochlear implant who is restricted to paint. With paint and laminated picture inside a Ziploc bag, the child could participate in the painting activity safely and feeling included.  

Interventions

Response to Intervention (RTI) approach is a great way to ensure that all children receive support and interventions that meet their needs, regardless of their abilities. (Gallant, 2024) We need to remember that an inclusive environment is not designed to fit the child with special needs but to all children.

 

For example, posted visual schedule will not only benefit children who need extra support in knowing the routine, but to all children. Another example would be having a movement break in between activities as this does not just benefit the child who has challenges sitting on the carpet but to all children.

 

Tiered Models of Support helps Resource Consultants and consultees to allocate proper resources to children, and we should always start with Tier 1 – All children receive support. That means our classroom should be set up inclusively to accommodate children with diverse abilities. If Tier 1 does not seem to be effective, we need to move to Tier 2 – some children receive supplemental support in a smaller group setting. Finally, children may require Individual Education Plan, Individual Program Plan, Family Service Plan when they are at Tier 3.

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Image retrieved from https://www.weareteachers.com/what-is-rti/

Reference

Sonja. (2020, August 30). The three principles of effective communication. PPIA. Positive Psychology in Action. https://ppinaction.com/blog/f/the-three-principles-of-effective-communication

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Gregory, L. (2022, December 6). Anecdotal record: Child observation tool for early educators. Brightwheel | The Easiest All-in-One Childcare Software & App. https://mybrightwheel.com/blog/anecdotal-record

 

R.I.S.E Module 2: Inclusive Classrooms - Module 2: Inclusive Classrooms [online modules]. York Region Learning Resources. https://yorkonlinelearning.informetica.com/modules/scorm/launch.asp?product_item_id=120&product_id=29&sco_id=Module_2:_Inclusive_Classrooms_SCO&scormUrl=/upload/product/29/scorm/york_m2_20220519/index_lms.html

 

Gallant, S. (2024). Assessing and Understanding the Child with Diverse Abilities. [Blackboard Slides]. Seneca College. Retrieved Mar 29, 2024 https://ontariolearn.blackboard.com/bbcswebdav/pid-2567790-dt-content-rid-41906764_1/courses/SE-ERS203-W24/Course%20Documents/module06/story.html

 

Gallant, S. (2024). Measuring and Facilitating Inclusive Practices. [Blackboard Slides]. Seneca College. Retrieved Mar 29, 2024 https://ontariolearn.blackboard.com/bbcswebdav/pid-2567788-dt-content-rid-41906128_1/courses/SE-ERS203-W24/Course%20Documents/module04/story.html

 

Gallant, S. (2024). Professional Communication with the Family Service Team. [Blackboard Slides]. Seneca College. Retrieved Mar 29, 2024 https://ontariolearn.blackboard.com/bbcswebdav/pid-2567789-dt-content-rid-41906472_1/courses/SE-ERS203-W24/Course%20Documents/module05/story.htmlnication with the Family Service Team (blackboard.com)

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