Module 3: Bridges to Inclusion

In this module, I have heard of the terms adaptation and modifications before, but not in relation to teaching in Richmond and had some experience with differentiation in the classroom -differentiation of content, product and process. I was quite interested to learn about how to modify a classroom space. I was not clear about the RTI process, but found out more about the different tiers.

New Understandings

• “Adaptations are teaching and assessment strategies especially designed to accommodate a student’s needs so he or she can achieve the learning outcomes of the subject or course to demonstrate mastery of concepts. Essentially, adaptations are “best practice” in teaching”. (BC Ministry of Education, 2016)
• “Modifications are instructional and assessment-related decisions made to accommodate a student’s educational needs that consist of individualized learning goals and outcomes which are different than learning outcomes of a course or subject. Modifications should be considered for those students whose special needs are such that they are unable to access the curriculum (i.e., students with limited awareness of their surroundings, students with fragile mental/physical health, students medically and cognitively/multiply challenged.)” (BC Ministry of Education, 2016)
• In our school district, modifications are needed when “Students may have...limited awareness of their surroundings, fragile mental/physical health and are medically/cognitively/multiply challenged.” (Greaves, 2016)
• RTI model Richmond - Tier 1 Universal Design for Learning- teaching to all, strong inclusive instruction in the classroom, embedded learning strategy instruction, Tier 2 Short term targeted support- explicit learning strategy instruction, intensive skill development triangle, Term 3 Long term specialized support- intensive clinical/individualized intervention

Richmond School District documents

                                                               

Implementation

• Differentiation of the classroom environment- soft lighting, flexible seating, quiet corners, tech space, garden
• Collaborate with teachers, administrators, and specialists to work out the best support to put in place to address student’s individual needs

Next Steps:

• To explore different types of modifications
• To research more on Richmond School District resources