This is one in a series of foundational documents developed by Saskatchewan Education relative to the attainment of Core Curriculum objectives and Directions recommendations. The two preceding documents in this series are entitled: Understanding the Common Essential Learnings: A Handbook for Teachers (1988) and Instructional Approaches: A Framework for Professional Practice (1991). Other support documents from Saskatchewan Education that play an important role in adaptation include: Student Evaluation: A Teacher Handbook (1991) and Curriculum Evaluation in Saskatchewan (199V.
An appreciation for individual differences and a recognition of the need to provide for those differences in the classroom is not a new phenomenon in Saskatchewan. The concept of continuous progress as a means of individualizing instruction was introduced in Saskatchewan in the 1960s. This policy accommodated individual needs by allowing children to progress through the curriculum at their own rates according to their individual abilities. Again, in 1984, in the course of examining the education system and recommending changes to policy and procedures in curriculum and instruction, the Minister's Advisory Committee on Curriculum and Instruction reaffirmed its commitment to instruction appropriate to students' developmental levels.
The concept of adaptation to meet students' needs was first mentioned in Saskatchewan Education: Its Programs and Policies (Saskatchewan Education, 1984). The need for adaptation was again mentioned in Toward the Year 2000: Future Directions in Curriculum and Instruction (Saskatchewan Education, 1985). In a subsequent document, Program Policy Proposals (Saskatchewan Education, 1986), the Adaptive Dimension of Core Curriculum was referred to as the Adaptive Component. In December 1987, in a document entitled Core Curriculum: Plans for Implementation, the name for the concept of adaptation was changed from the Adaptive Component to the Adaptive Dimension. This change reflected the perspective that the Adaptive Dimension permeates all curricula as it relates to the need to recognize and make accommodations for the individual learning experiences for all students. The concept of instructional and assessment adaptation is also viewed as multi-dimensional and cannot be represented in a fragmented manner, such as by allocating a set amount of time for adaptation. Figure 3 outlines the evolutionary stages through which the Adaptive Dimension has progressed.
Evolution of the Adaptive Dimension
| 1960 | The concept of Continuous Progress as a means of individualizing instruction was introduced in Saskatchewan. |
| 1984 | The Minister's Advisory Committee on Curriculum and Instruction reaffirmed a commitment to the provision for instruction appropriate to students' developmental levels. |
| 1984 | Saskatchewan Education: Its Programs and Policies reaffirmed the need to adapt environment, program, and/or instructional approaches to meet individual needs. |
| 1985 | Toward the Year 2000: Future Directions in Curriculum and Instruction further affirmed the need to adapt to meet individual needs in the classroom. |
| 1986 | Program Policy Proposals saw the introduction of a concept entitled the Adaptive Component - a proposal to reserve 30% of the time in each course within the curriculum for adaptations to; meet the individual needs of students (enrichment, extension, reinforcement). |
| 1987 | Core Curriculum Plans for Implementation changed the name from Adaptive Component to Adaptive Dimension. The time specification of 30% was eliminated. The expectation was stated that the Adaptive Dimension would be part of all programs of instruction. This change recognized the multiple variables that teachers must consider to meet diverse student needs. Policy guidelines in the document indicated that curriculum guides being developed by Saskatchewan Education would include suggested strategies for adapting programs and practices to meet individual needs of students. |
| 1992 | Policies and Procedures: Locally Developed and Modified Courses of Study, and Alternative Education Programs reaffirmed the authority of teachers and schools to adapt all approved curricula to meet individual needs through the Adaptive Dimension. |