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Step 3: Develop Goals for Teaching Strategies and Making Adaptations

Step 3 in the framework for adapting language arts, social studies, and science materials in the inclusive classroom.
Teaching Strategies:
Grades:
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4 |
5 |
6 |
7 |
8 |
9 |
10 |
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Step 3: Develop Goals for Teaching Strategies and Making Adaptations

Once the teacher has pinpointed the problem, he or she will need todecide how it will be addressed. Some problems can be solved by adaptations; other problems may signal the need for intensive instruction inskills or strategies. Frequently, teachers may have to provide adaptations simultaneously with instruction in needed learning strategies.

All adaptations lead students to become dependent on the personwho makes them. Therefore, before an adaptation is made for an individual student, educators must decide carefully on the best approach toaddress the student's disability and promote success. Adaptationsshould be approached as short-term solutions within the context of along-term plan for teaching skills and strategies that will promote thestudent's independence as a learner, and ultimately reduce the need forthe adaptations. The student's instructional goals should reflect thisapproach.

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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