The Adaptive Dimension is an integral part of any English language arts program. It encourages the teacher to make purposeful adjustments to accommodate diversity in student learning needs within the regular classroom in order to help students achieve curriculum objectives.

In this unit of study, I plan to help students achieve the curriculum objectives and to optimize students' learning by:

__ diagnosing, assessing, and evaluating what students know and can do, and what their learning and instructional needs are in light of the curriculum objectives

__ developing a challenging but comfortable learning environment

__ increasing curriculum relevance for students by tailoring activities and units to students' interests and cultural needs

__ helping students make connections to prior learning and everyday life

__ affirming cultural backgrounds of students

__ employing appropriate teaching approaches, methods, and strategies to accommodate students' developmental levels, specific needs, interests, and learning styles as well as the demands of the learning task

__ adjusting pace of instruction

__ building background knowledge or experience for students when it is needed

__ developing and extending students' repertoire of language skills and strategies

__ ensuring adequate time is allocated for guided and independent practice and application

__ providing variety in learning materials, including community resources, to meet students' needs

__ providing choice for students in learning and assessment activities

__ varying the manner in which students are required to learn and to demonstrate their learning

__ developing a feeling of student ownership for learning and ideas

__ ensuring appropriate time is allocated for students to make learning their own

__ grouping students for varying purposes

__ providing enrichment and/or extension when it is needed

__ providing learning access support for students with special needs (e.g., sign language interpreters, orientation and mobility coaches, scribes, readers).

If a student cannot achieve the curriculum objectives, even with adaptations, then adaptations must move beyond the limits of the regular approved curriculum and a modified or an alternative education program must be initiated (The Adaptive Dimension in Core Curriculum, Saskatchewan Education, 1992).