Mrs. Valouche's Classroom

Module 3: Bridges to Inclusion

Prior to this module, I was aware that there is a difference between adaptations and modifications as I have been told many times that in my district we almost solely use adaptations instead of modifications at the elementary level. I wasn't exactly sure what the difference was though, but just followed what was told to me. I also knew about the importance of differentiating curriculum, but I did learn some new strategies for differentiation. 

What did I begin to understand?


Adapting vs Modifying

As there is a diverse range of needs in every classroom, providing accommodations for students may be necessary to ensure that they can be successful. These accommodations can be either through adaptation or modification.

Adaptations are strategies used during assessment or teaching which have been designed to meet a student's need. Often, this is done so the student can reach the learning outcomes for the grade or show an understanding of the concepts that have been presented. Some people argue that adaptations mean that one student has an advantage over another student who has to do everything on their own, but this isn't true! Adaptations are actually considered "best practice and would create a negative effect on students who have learning differences if they aren't used (BC Ministry of Education, 2016).

Modifications are also strategies used during assessment or teaching which have been designed to meet a student's need. Modifications are put in place when a student has learning outcomes which are different than the ones at their grade level. If a student is unable to access the curriculum due to a variety of reasons (including fragile mental/physical health or cognitively challenged), then modifications should be used (BC Ministry of Education, 2016).

Both adaptations and modifications allows for equal access to learning for all students.


Differentiated Instruction

"Differentiation means tailoring instruction to meet individual need" (Tomlinson, 2000). Using differentiation allows for students to be successful and continue to grown as a learner.

Teachers can differentiate in 4 different ways: content (what they need to learn), process (how a student makes sense of what they are learning), products (what the student produces to demonstrate their understanding), and the learning environment(the way the classroom is set up, how it runs, and how it feels) (Tomlinson, 2000).

In order to determine what a student's needs are, the teacher must consistently gather information about how the students are doing and what can be adjusted to help bring each individual closer to reaching their goals and improving their learning.


Response to Intervention

"Response to intervention (RTI) is a multi-tier approach to the identification and support of students with learning and behaviour needs" (RTI Action Network, n.d.). Using RTI, allows for targeted approaches at each level to be used to support any struggling student. At each tier, progress is monitored closely to determine if the student needs to be moved further up the tiers to ensure they are being supported. In order for RTI to be effective, there needs to be high-quality and tiered instruction, ongoing assessment of the student, and parent involvement (RTI Action Network, n.d.). One of the biggest benefits of this approach is that it is proactive so students are assessed based on risk rather than on any deficits they are showing (Robinson & Hutchinson, 2014).

Tier 1 is conducted in the regular classroom setting and are identified as being "at risk" based on observations and universal screenings done by the classroom teacher (RTI Action Network, n.d.). Usually, this period should last no longer than 8 weeks before a student is moved to tier 2.

Tier 2 is targeted group intervention which can involved the classroom teacher as well as the support teacher. Here, students work in a small group setting on intensive and targeted instructions which matches the needs of the students (RTI Action Network, n.d.). Usually this lasts around one term before the student(s) are moved to tier 3 if there is little/minimal progress.

Tier 3 is intensive individual intervention which focuses on specific skills with one student and resources/adults from outside of the classroom (such as administrators and support teachers) (Robinson & Hutchinson, 2014). Sometimes, students are referred to the school based team after tier 1/2 depending on the situation, but if they haven't been yet, student will be referred there and for a psycho-educational assessment if tier 3 support doesn't work.

What's Next?

There was a video in this section which questioned whether inclusion in its current model is actually working. Many teachers said that it isn't but were afraid to admit it. In many ways, I agree that our current model isn't working, but there is a lot of good that is happening and coming forward because of our failing model. Shelley Moore's video about the sweeper van was the most impactful part of this module for me. I had never thought of providing supports in the way that she described. She really highlighted the idea that all students can benefit from supports, even if they weren't designed for them. The idea that ALL kids DESERVE supports, was also very powerful. The re-framing of thinking from if every student will cross the finish line to when every student will cross the finish line is biggest shift that I believe all educator need to consider.

How will I use what I learned?

Understanding the difference between when to use adaptations and modifications will help me when planning curriculum for my special needs students. Often I provide some remedial work, but I will be more cognizant that I don't let that work overtake the grade level outcomes as well.

While I knew about differentiated instruction, I didn't know about the 4 days that differentiation can happen. Now that I am aware, I will focus on these 4 areas when I am assessing my student's needs so that I can ensure the differentiation I am providing is in the area that they need it.

I was not aware of my school's RTI framework prior to this model.  Now I have more direction for what I can do to provide targeted support for my students either prior to or while I am waiting for them to be brought forward to school-based team. 

What do I still want to learn?

How to build resiliency skills in kids so they will continue to push themselves even if they are in a less supportive environment int he future.

How can we push for a change in our systems so that we focus on having students getting to eat cake instead of pulling form all the cupcakes? How can these supports work more within the classroom?

How do we teach students to use actively use the supports that are available without relying on them if they are not needed? As students grow, their need for certain supports may diminish but they might not be willing to let go of the supports they believe are making them successful.

References

BC Ministry of Education, 2009. A guide to Adaptations and Modifications. [online] Available from: <https://burnabyschools.ca/wp-content
                /uploads/2014/09/adaptations_and_modifications.pdf> [Accessed 15 April 2022]
Moore, S., 2016. The Sweeper Van by Shelley Moore. [video] Available from: <https://www.youtube.com/watch?v=Yjjz8iHj5hY> [Accessed 15 April 2022]
Robinson, K & Hutchinson, N, n.d. Tiered Approaches to the Education of Students With Learning Disabilities. [online] Available from:
               <https://www.ldatschool.ca/tiered-approaches-to-the-education-of-students-with-learning-disabilities/> [Accessed 15 April]
Tomlinson, C., 2000. What is Differentiated Instruction? [online] Available from: <https://www.readingrockets.org/article/what-differentiated-
              instruction#content> [Accessed 15 April 2022]