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Step 2: Identify the Demands That Students Are Not Meeting

Step 2 in the framework for adapting language arts, social studies, and science materials in the inclusive classroom.
Teaching Strategies:
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Step 2: Identify the Demands That Students Are Not Meeting

Once a plan is in place, the individuals or team responsible for creatingadaptations will need to observe how the target students performwhen they are given tasks requiring the use of typical instructionalmaterials. If students have difficulty with a task, different solutionsmay be required, depending on the level of difficulty. A problemmay occur at one or all of the following levels:

Level 1:

Acquiring or getting the important information from written materials.

Level 2:

Storing or remembering information presented in materials so that the information can be used at a later date.

Level 3:

Expressing information or demonstrating competence on written tests.

For example, if a student has a problem at Level 1, the studentprobably is not going to be successful at Levels 2 or 3 without intervention at those levels as well. If the problem is at Level 2, the studentprobably is not going to be successful at Level 3. In other words, somestudents may need adaptations and/or instruction at all three levels.Thus, once a task has been identified, the level of the task determinesthe level of the intervention.

More on Adapting L.A., S.S., and Science Materials for the Inclusive Classroom.

CEC
Provided in partnership with The Council for Exceptional Children.

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