| In Saskatchewan, there are many different geographical areas, ways of life, languages, cultural eritages, and socio-economic backgrounds. The diversity contributes to the wide range of differences which are found mong school children in this province. | |
| .Saskatchewan Children.Saskatchewan Education, 1984 (p. 14). | |
The Adaptive Dimension is defined as:
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.
The Adaptive Dimension is an essential ingredient of all educational programs. Like the Common Essential Learnings, the Adaptive Dimension permeates all curriculum and instruction and is a part of all Core Curriculum initiatives.
The Adaptive Dimension is used to:
Adaptations to curriculum, instruction, and learning environment should be guided by the following beliefs:
Recognizing that student diversity exists in every classroom, teachers use the approved curriculum as a basis for making decisions about adaptations in curriculum, instruction, or the learning environment to meet the diverse needs of the classroom population. Figure 6 illustrates the decision-making process enacted by teachers as they provide the appropriate, adjustments to the approved curriculum.
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 individual students.
This individual decision-making process recognizes that teachers begin by using a "wide angled" approach to classroom instruction, uniformly applying decisions about curriculum, instruction, and classroom environment to all students. Using whole class instruction affords the teacher an opportunity to make some initial decisions concerning the needs of students in the class. Some students need no adaptations because the curriculum is appropriate to their needs. However, as a result of initial assessment the teacher has an opportunity to make two types of 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 curricular objectives for small groups of students. When such groupings are established they are based upon similar student needs, interests, and/or abilities. 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.
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.
It is important to remember that the point of reference for the Adaptive Dimension is always the approved curriculum. Within this context curricular objectives are not modified. Rather, the curriculum content, instructional approach, and/or learning environment is adjusted so that established curricular objectives can be achieved.
When curricular objectives are significantly modified, or when adjustments are made to curriculum content, instructional approach, or evaluation that significantly alter the nature of curricular objectives, then adaptation has occurred beyond the realm of the Adaptive Dimension and into the area of modified or alternative programming. Students who are already in an approved modified or alternative program can also benefit from the decision making process described above.
<---Refinement of teacher-made decisions based on identiftcation of individual student's needs--->
| Target Population | Focus | Decision Emphasis |
| Classroom as one group | Broad focus on all students (assessment for adaptation occurs here) |
|
| Target Population | Focus | Decision Emphasis |
| Small Group | Narrower focus (refinements are based on similar interests, needs, or abilities) |
|
| Individual Students | Narrowest focus (refinements are very specific to individual needs) |
|
Figure 6. Instructional Decision Making in the Adaptive Dimension
Adapting Curriculum Content
A curriculum outlines the knowledge, skills, abilities, attitudes, and values a student is expected to gain from studies in a particular subject area. Within the context of the Adaptive Dimension, curricular objectives are not modified. Rather, the curriculum is adjusted to help students achieve pre-stated foundational and learning objectives.
Although a curriculum guide outlines required [earnings, the outline must be flexible enough to allow for differences in students' backgrounds, prior knowledge, abilities, and interests, and for differences in community expectations.
Resource-based learning is a particularly effective means of varying content by using resource materials that best suit students' needs (e.g., reference books, tape recordings, and filmstrips). This would allow students, for example, to develop research topics or questions appropriate for them and to use materials suited to their own ability level. Means of reporting can also vary from traditional written reports and oral presentations to audiovisual presentations, visual journals, or kinesthetic activities.
Teachers should also consider theme or context-based teaching as a way to vary content for individual needs. Teachers might adjust content by monitoring their own use of vocabulary. By using both familiar and new vocabulary in appropriate contexts, teachers can challenge all students, regardless of the prior knowledge or experience they possess.
Adapting Instructional Practices
Adapting instruction is not a new practice for teachers in Saskatchewan. The Saskatchewan Teachers' Federation Study of Teaching (Gallen and Bold, 1990) shows that many teachers are responding to student learning needs through various adaptive methods.
Adapting instruction simply refers to the selection of appropriate instructional strategies and methods for all students. This does not mean teachers must instruct every student in the class differently. Rather, they plan instructional practice with every student in mind so that every student has the opportunity to learn.
At any given time during the year, the teacher has three options when making decisions regarding instruction and the approved curriculum.
Decisions regarding these choices are based on ongoing evaluation and assessment that is always dynamic and changing. In addition, students' need for adaptation can vary from subject area to subject area. Instructional decisions reflect and recognize that students' needs may vary from subject to subject, as well as, over time.
The teacher should address the instructional needs of all students by:
Adapting the Learning Environment
Adjustments in the learning environment should be considered for all students in all classrooms. While one student might thrive on group interaction, another might need a private study carrel; one student might receive oral instructions well, another might require written instructions or the assistance of a classroom volunteer; one student might complete written work quickly, another, who is capable of the same quality work, might need more time to complete the task.
The teacher can adjust the learning environment to meet student needs by:
The Adaptive Dimension includes all practices the teacher employs to make learning meaningful and appropriate to each student. Adapting instruction is an integral aspect of the Adaptive Dimension, as is adjusting the curriculum content and the learning environment. Because the Adaptive Dimension permeates all teaching practice, sound professional judgement becomes the critical factor in decision making. The following chapter examines guidelines and variables to consider in making choices and in reflecting on past practice.