Acknowledgements

Saskatchewan Education wishes to recognize the many educators who have assisted with the development of this document. In particular, Saskatchewan Education would like to thank representatives from:

• College of Education, University of Saskatchewan. Faculty of Education, University of Regina;
• League of Educational Administrators, Directors, and Superintendents;
• Saskatchewan Teacher's Federation; and,
• Saskatchewan School Trustees Association.

• Gladene Robertson, Ph.D., University of Saskatchewan, for her work on the background paper "Adapting the Core"
• Darlene Ware, private educational consultant, for synthesizing the literature and assisting with the writing process.

Introduction

Definition

The Adaptive Dimension refers to the concept of making adjustments in approved educational programs to accommodate diversity in student learning needs. It includes those practices the teacher undertakes to make curriculum, instruction, and the learning environment meaningful and appropriate for each student.

Student diversity exists in every classroom. Every instructional grouping is characterized by diversity of achievement, ability, interest, motivation, and needs. It is through the Adaptive Dimension that the classroom teacher accommodates the individual differences of the members of the class. Like the Common Essential Learnings, the Adaptive Dimension permeates all curriculum and instruction initiatives.

The Adaptive Dimension enables the teacher to:

• provide background knowledge or experience for a student when it is lacking;
• provide program enrichment and/or extension when it is needed;
• enhance student success and reduce the possibility of failure;
• address students' cultural needs;
• accommodate community needs;
• increase curriculum relevance for students;
• lessen discrepancies between student ability and achievement;
• provide variety in learning materials, including community resources; and,
• maximize the student's potential for learning.

Note: Throughout this document the use of the word adaptation, unless refers to adjustments made purposefully by the teacher to three adaptive variables: curriculum content, instructional practices, and the learning environment.

Both the Adaptive Dimension and the Common Essential Learnings are integral parts of Core Curriculum and are central to effective instructional decision making. As illustrated in Figure 1, these components link the distinct elements of Core Curriculum together and provide the opportunity to integrate curriculum and instruction.

Conceptual Base for Core Curriculum

It is important to remember that the point of reference for the Adaptive Dimension is always the approved curriculum. Within this context, foundational objectives are not modified. The adaptive variables are adjusted so that the established curricular objectives can be achieved. Evaluation practices within the context of the adaptive dimension are also adjusted; however, such adaptations must not compromise the integrity of the formally stated curriculum objectives. When foundational objectives are significantly modified, or when adjustments are made to curriculum content, instructional approach, learning environment, or evaluation that significantly alter the nature of these objectives, then adaptation has occurred beyond the realm of the regular approved program and into the area of modified or alternative programming. Because the Adaptive Dimension is an essential part of all approved educational programs, students who are already in an approved modified or alternative program can also benefit from the adaptive decision- making process.

Target Audience

The Adaptive Dimension in Core Curriculum states the position of Saskatchewan Education regarding adaptations designed to meet student needs. The document is intended to assist educators who are responding to the needs of individual learners within the framework of Core Curriculum by

• promoting reflective thinking about adaptations to curriculum and instruction by administrators and teachers;
• generating dialogue among professionals concerning the most appropriate and effective means of responding to individual differences within the classroom; and,
• providing direction for curriculum writers.

This document is not a comprehensive handbook on the specifics of adaptations to curriculum content, instructional practices, and the learning environment; rather, it is a document that provides a framework for decision making.

Purpose of the Document

The Adaptive Dimension in Core Curriculum provides a comprehensive rationale for adaptation. This includes the philosophical, psychological, and pedagogical bases for the position that adaptation of curriculum content, instructional practices, and the learning environment is an appropriate response to managing the challenges associated with maximizing student learning. In addition, the document offers a conceptual framework for the Adaptive Dimension.

The document provides support for the position that decisions about adaptations are best made by professionals working with students on a daily basis. This statement is based on the premise that teaching is both a science and an art and that the teacher has the knowledge, skills, and artistry necessary to assess and to make the appropriate adaptations to meet the needs of a diverse student population.

The teacher is the decision maker regarding adaptations. In order to support this role:

• Saskatchewan Education provides a framework for curriculum and instruction that recognizes and supports teacher decision making;
• school administrators provide leadership, resources and a supportive environment that nurtures collegiality and collaboration among teachers; and,
• teachers re-examine how they approach curriculum and instruction, and how they structure the learning environment to better accommodate student needs.

Changing Milieu

The concept of purposeful adaptation is one important part of the process of change that is currently taking place in the field of education. Indeed, the changes in education are a part of a larger paradigm shift that has affected many aspects of human thought and action in the twentieth century. The shift toward decentralized decision making and the provision of greater autonomy at the school level is part of an extensive paradigm shift in education today. The shift from the traditional paradigm to the evolving paradigm has brought about significant changes in educational theory and practice as illustrated in Figure 2.

Paradigm Shift in Education ]

Traditional Paradigm		Evolving Paradigm
	Curriculum
major focus on content discrete disciplines content acquisition lock step progress		content and process balance integrated disciplines learning to learn continuous progress
	Instruction
teacher-centred classroom single assigned textbook single instructional approach passive learning		child-centred classroom resource-based learning multilple approaches to instruction active learning
	Environment
competitive system level management supervision of learners hierarchical structures		cooperative school-site management empowerment of learners professional/collegial structures

Figure 2

Teachers in Saskatchewan schools are faced with professional challenges that involve an ever-widening scope of responsibility. In addition to meeting educational objectives and helping students to attain a level of academic excellence, teachers are expected to address the needs of an increasingly heterogeneous student population. Students entering the education system present many challenges to the teacher. Differences in language proficiency, family constructs, cultural backgrounds, economic circumstances, and experiential background are but a few of the diversities for which adaptations must be made. The reality is that diversity has become the norm among the students in the classrooms of today (Johnson, 1990). These variations have the potential to enrich student learning and develop mutual respect among members of the class.