Adjustments
Adjustments are measures or actions taken in relation to teaching, learning and assessment that assist a student with special education needs to access syllabus outcomes and content. These adjustments will vary according to the needs of the individual student.
Adjustments may be determined in the context of collaborative curriculum planning.
Adjustments could include:
- instructional scaffolding
- presentation of content in smaller, more manageable steps
- changes to classroom organisation
- adjustments to enable access to particular learning experiences
- adjustments to assessment
- additional demonstration of key facts, concepts, strategies and procedures by the teacher
- opportunities for additional guided practice, independent practice and feedback
- opportunities for additional practice through group work, peer or volunteer tutoring and/or other individual assistance.
Instructional scaffolding
Instructional scaffolding is a means by which support and guidance is provided to assist the development of students’ mathematical understanding.
Scaffolding may involve modelling, cues, steps, partial solutions, teacher questioning, selection and sequencing of examples, or support from a teacher, teacher’s aide or peer.
Scaffolding is temporary and is adjusted as a student becomes more successful or independent in undertaking a task. Scaffolding is reduced in a gradual and planned way by providing more varied, more difficult and less familiar examples or by changing the level of support provided to the student. 4
Scaffolds may be presented in verbal or visual (written and/or pictorial) form. Visual scaffolds should be placed in the classroom so that they are easily accessed by students, eg at student eye-level or secured to the student’s desk.
Presentation of content in smaller, more manageable steps
For some students the syllabus content will need to be presented in smaller, incremental steps. When planning to present content to students, the teacher should identify the step of the teaching sequence at which the student is working.
A task analysis may be used to present content in smaller, more manageable steps. It involves breaking down a skill into a sequence of its component steps.
| Example | |
| The teacher has developed the following task analysis for the knowledge and skills statement estimating and measuring the perimeter of two-dimensional shapes to assess the step of the teaching sequence at which the student is working. | |
| Strand: Measurement (Substrand: Length) Stage: 2 |
|
| Task: Estimating and measuring the perimeter of two-dimensional shapes | |
| 7 | Checks the solution |
| 6 | Records the perimeter using appropriate units |
| 5 | Adds the lengths of the sides to obtain the perimeter |
| 4 | Writes a number sentence for the sum of the sides |
| 3 | Records the length of each side using appropriate units |
| 2 | Measures each side of the shape using a measuring device |
| 1 | Estimates the perimeter |
Changes to classroom organisation (eg positioning of the student)
Students are positioned in the classroom in order to maximise their participation, engagement and access to instruction.
| Example |
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Adjustments to enable access to particular learning experiences
Students may require adjustments to enable access to particular learning experiences.
For example:
- concrete materials
- simplified language
- tactiles
- modified text
- use of assistive technology, such as:
- closed-circuit television (CCTV)
- jellybean switch
- voice output communication aid (VOCA)
- closed-circuit television (CCTV)
- alternative formats, such as:
- Braille or large print
- oral/sign interpreters
- subtitled videos.
- Braille or large print
(Note: click on the icons to view pictures or video)
Additional demonstration of key facts, concepts, strategies and procedures by the teacher
Students may require additional demonstration of key facts, concepts, strategies and procedures due to insufficient knowledge, skills and understanding or to remediate specific areas of difficulty.
Opportunities for additional practice through group work, peer or volunteer tutoring, and/or other individual assistance
Any person or group used to provide additional support to students should be trained to implement teacher-designed learning experiences.
References
4. Harniss, MK, Carnine, DW & Dixon, RC 2002, in Kameenui et al (eds), Effective Teaching Strategies that Accommodate Diverse Learners, 2nd edn, Prentice Hall, Upper Saddle River, NJ, pp 128â148.