Planning Changes

When planning minor or significant changes: Special and general educators must also consider instructional strategies that have been proven to be effective in teaching students with diverse learning needs. The following questions might be helpful:

• Should the presentation of the teaching material include use of visual, auditory, tactile, and/or kinesthetic modalities (a multisensory approach)?
• Should the instructional grouping be changed to create cooperative groupings, peer partners?
• Should the unit be developed as an integrated curriculum?
• Can the lesson be connected to the students' personal and cultural experiences?
• Can the lesson be presented using thematic units, semantic webs, Venn diagrams, or other means of connecting and illustrating concepts?
• Should the lesson be presented as an interactive experience involving the students’ active participation, e.g., a reciprocal teaching interaction?

If accommodations or modifications are needed: Special and general educators need to determine what types of changes must be made. Least Intrusive adaptations (minor changes) should be considered first. Teachers might ask these questions:

• Are changes needed in the format and length of the lesson?
• Must adjustments be made in the time for completing the lesson?
• Should the level of difficulty be adjusted?
• Should the classroom be arranged to meet specific student needs, such as preferential seating, or other physical arrangements to reduce distractions?
• What additional support is needed for the student? (Support can involve peer tutoring, paraprofessional assistance, and assistance by other teachers or ancillary staff.)
• What methods will be used for motivation and reinforcement?
• Can assignments be adapted, or should alternative assignments be made in order to allow a student to participate successfully?
• Should the teacher or teacher assistant preview and review the lesson for a student requiring additional support?

In addition, special and general educators must decide what materials are best suited for students with disabilities. Some considerations may include:

• Textbooks covering the same content but at a lower degree of reading difficulty
• Use of  manipulatives to demonstrate content
• Use of advance organizers to facilitate reading comprehension
• Use of computer-based instruction or assistive technology