Modification and adaptation of educational programs for children with SEN

In the article, we wrote earlier, the principles of universal design for educational environments were considered. The article also pointed out why this is important for children with SEN.   But it is not always possible to create a universal design in existing schools, including developing separate curricula for children with different abilities.  Today we will consider in what ways it is possible to adapt or modify existing curricula for the capabilities of children with OOP with their individual characteristics. 

What does it mean to adapt and modify curricula?

Modification and adaptation are strategies to simplify the teaching program so that a child with SEN will learn the same topics as their classmates. The difference between modification and adaptation lies in the level of assimilation of knowledge by the child. In the first case (modification), it may not correspond to the age characteristics of the students in the class, and in the second (adaptation), the content of learning and the level of its assimilation will be the same as in the whole class. 

Adaptation of teaching

During adaptation, the teacher’s actions are aimed at developing additional ways of presenting information on the curriculum for a child with OOP, searching for additional visual materials (cards, instructions) and, lastly, developing a unique way to test the acquired knowledge, taking into account the characteristics of a child with SEN. 

An example of adapting the Mathematics curriculum is the use of schemes, algorithms, analysis of problem conditions, hint cards, and a reduction in the number of problems for independent solution. 

The interactive floor can be used as additional ways to test knowledge. Library of effects of the interactive floor Briolight including individual effects on the assimilation of knowledge in mathematics (9 effects): Sum and difference, Division, Product and quotient, subtraction, Examples, Numbers, Addition and subtraction, Sequence, Paired and unpaired. 

According to the assessment of a student with SEN using an adapted curriculum, it is worth giving such a child extra time or reducing the number of tasks while maintaining the complexity; assist the teacher’s assistant (to understand the problem or the solution algorithm); receiving non-standard types of answers (using a presentation, illustrations, or not in front of the whole class)

Modification of teaching

During modification, the teacher simplifies the content of the curriculum for a particular student, taking into account his characteristics. The teacher can exclude parts of topics or condense the content of the program; the main condition is to ensure the child’s activity during educational socialization and active participation during class life. 

That is, a child attends an educational institution according to the same schedule as his classmates, studies the same topics, but the depth of study of topics and the material may vary. 

An example for modification is the use of an interactive sandbox to study natural science or the basics of geography. In the Landscape mode, you can study the types of water bodies by molding them on the sandbox, and the corresponding lighting will help you clearly understand the difference. With the help of additional toys, the included interactive sandbox, you can explore life, pets and sea animals, their differences, habitats and more. 

Assessment of students with SEN during modification provides for simple actions instead of complex ones, the use of a calculator, weights for calculations, an electronic clock instead of an arrow, etc. 

Educational materials

In the case of adaptation and modification, educational materials for children with SEN is an important element of assimilation of information and stay in an educational institution. 

What to use: 

• instructions and execution algorithms (how to wash your hands, schedule of the day, how to solve a problem, etc.);
• reduce information load, increase the use of visual materials instead of text;
• thematic maps, computer programs, colors (it is appropriate to use an interactive panel to demonstrate sounds, flowers, plants, etc.);
• speech therapy cubes or cards, calendars, special rulers and tables. 

All materials must correspond to the topic of the class lesson, so their use will be useful not only for students with SEN, but also for the rest of the class.