Conceptual Framework

The Adaptive Dimension has been defined as the concept of making adjustments in approved educational programs to accommodate diversity in student learning. Rather than being viewed as an "add-on", the Adaptive Dimension must be viewed as an essential ingredient that permeates curriculum and instruction in all regular, modified, and alternative education programs in Saskatchewan schools.

The Adaptive Dimension is not necessarily synonymous with individualized instruction but is synonymous with meeting individual student needs and maximizing student learning. In some instances a student's needs may best be met through individualized instruction where the teacher works one-to-one with the student; however, in other situations, some form of group instruction may be more appropriate for the student.

The Adaptive Dimension addresses the needs of a wide variety of students. Because each teacher, each learner, and the dynamics of each classroom are unique, the adaptations required may vary from student to student. For example, adaptations may be in the form of a modification of content to compensate for an informational deficit or may be in the form of an individual or small group enrichment activity to nurture demonstrated knowledge and interest in a particular topic.

A particular student may be able to achieve some curricular objectives through general instructional approaches, while requiring adaptation to curriculum content, instructional practices, and/or the learning environment to reach other objectives. Another student may require some form of adaptation in order to achieve curricular objectives in all content areas. Furthermore, the length of time that an individual student may require curricular, instructional, and/or environmental adaptations to learn efficiently may vary from a few lessons to being an integral part of an entire educational program.

The use of the Adaptive Dimension in Core Curriculum is guided by a set of general principles.

Principles of the Adaptive Dimension

• The Adaptive Dimension is designed for all students in all educational settings.
  • The Adaptive Dimension is an important aspect of all approved regular, modified, transitional, and alternative educational programs and courses in the K-12 school system.
  
  
• The Adaptive Dimension expects student diversity, as reflected in individual differences, to be a key consideration as teachers plan.
  • It is acknowledged that students come to the classroom with significant differences in cultural backgrounds, aptitudes, interests, abilities, and achievement levels which must be accommodated through adaptations to curriculum content, instructional strategies, and the learning environment if all are to benefit equitably from the approved programs.
  
  
• The Adaptive Dimension assumes that there is an interrelationship among the variables associated with adaptation.
  • Adaptations to accommodate learning styles necessitate adjustments to instructional approaches and assessment practices.
  • Adaptations to evaluation practices may be necessitated by changes to the amount, type, and time frame for students to explore the curriculum.
  • Adaptations to curriculum, instruction, and assessment practices may require changes in resource requirements, support personnel requirements, and classroom organization.
  
  
• The Adaptive Dimension requires the teacher to attend to the learner, the learning task, and the learning environment in optimizing learning opportunities for students.
  • It is understood that adaptation takes into account the student's developmental level, the specific needs, the interests, and the learning styles of the learner, the demands of the particular learning task, the significant aspects of the learning environment, and the knowledge, skills, and abilities of the teacher.
  
  
• The Adaptive Dimension places expectations upon the teacher and support personnel to assess, plan, and facilitate appropriate learning experiences for all students.
  • Teachers are regarded as the professionals who have the authority and the responsibility to make adaptations to curriculum, instruction, and the learning environment to meet the needs of all students.
  • It is expected that teachers' decisions regarding adaptations will be based on current knowledge and understanding of research-based educational theory and practice.
  
  
• The Adaptive Dimension recognizes that students approach learning in multiple ways.
  • Teachers know about differences in learning styles and regard adaptations designed to accommodate differences as an expected part of their teaching responsibilities.
  
  
• The Adaptive Dimension recognizes the importance of careful collaborative preplanning for instruction.
  • Preplanning, which may involve consultation with students, parents/guardians, and other professionals, is fundamental to structuring adaptations to maximize students' potential as independent learners.
  
  
• The Adaptive Dimension requires that assessment practices align with the curricular and instructional adaptation provided for the student.
  • Assessment practices must be adapted to be consistent with curricular and instructional adaptations.
  • It is expected that teachers will be familiar with current research and the best practices for diagnosis of student needs, assessment of student learning, and evaluation of all aspects of student development.
  
  

Decision Making in the Adaptive Dimension

Applying the Adaptive Dimension in the classroom setting involves the need to preplan curricular, instructional, or environmental adjustments to approved educational program in the interest of improved student learning. It is expected that teachers will use the approved curriculum as a starting point for making decisions about adaptations.

The Adaptive Dimension, then, is concerned first with the assessment and evaluation of the needs of all students relative to the approved curriculum. Subsequently, it is concerned with the refinement of decision making as the teacher shifts the focus of attention from the whole class to small groups and to individual students.

The individual decision-making process outlined in Figure 4 suggests that teachers begin by using a wide-angled approach to classroom instruction, uniformly applying decisions about curriculum content, instructional practices, and the learning environment to all students. Whole class instruction affords the teacher an opportunity to make some initial decisions concerning the needs of students in the class. Some students may require no adaptations because the curriculum content, instructional practices, and the learning environment are appropriate to their needs. As a result of initial assessment, the teacher has an opportunity to make adjustments for those students who require an adaptation.

Through the decision-making process a teacher might decide to make adaptations in order to enrich, extend, reinforce, or teach differentially toward formally stated foundational objectives for small groups of students. When such groupings are established they may be based upon similar student needs, interests, and/or abilities, or may, in some instances, be deliberately arranged to promote diversity. Adaptations of this nature are dynamic in the sense that subsequent evaluation leads to further adjustments in the pursuit of improved opportunities for student learning. Grouping arrangements must be flexible based on student needs in any given subject area. These groupings should be of short duration to allow the teacher to adjust the curriculum content and instructional strategies for small groups of students to help them meet identified learning objectives.

A teacher might also decide it is necessary to make adaptations for an individual student. In such a case the teacher enriches, extends, reinforces, or teaches differentially toward formally stated curricular objectives based on individual needs, interests, or abilities. These adaptations are also expected to be varied, flexible, and of the appropriate duration to achieve the objectives of the adaptation.

Because the Adaptive Dimension is tailored to meet individual student needs, the extent of adaptation and the duration of adaptation will not be uniform for all students. It also follows that not every student will require program adaptations.

Decision Making in the Adaptive Dimension

The Approved Curriculum
Target Population	Focus	Decision Emphasis
Classroom as one group	Broad focus on all students (assessment for adaptation occurs here)	decisions about curriculum,instruction, and environment are uniformly applied to all students standard curriculum is used emphasis is on mastering predetermined and common curricular objectives full repertoire of instructional approaches is employed
The Adaptive Dimension in the Approved Curriculum
Target Population	Focus	Decision Emphasis
Small Group	Narrower focus (refinements are based on similar interests, needs, or abilities)	curricular, instructional, or environmental adjustments are selectively and purposefully applied to similar interest, need, or ability groupings emphasis is on enriching, extending, reinforcing, or teaching differentially to stated curricular objectives
Individual Students	Narrowest focus (refinements are very specific to individual needs)	curricular, instructional, or environmental adjustments are selectively and purposefully designed to meet individual student needs emphasis is on tailoring the content and instructional approach in the context of individual needs so that the student achieves the objectives outlined in the approved curriculum

Figure 4 Refinements of teacher-made decisions based on identification of student's needs.