Adapting Instruction for Cognitive Disabilities

How can you help meet the needs of your students with disabilities without neglecting their peers in the same class? We referred to the Council for Exceptional Children (CEC) for some answers.

Teachers often make adaptations to their instruction when the content or the method of delivery proves a barrier to learning. But ideally, as Keith Lenz and Jean Schumaker in a 2003 edition of CEC Today say, these adaptations would be “designed into curricular materials by the developers” to relieve teachers of this complex and time-consuming task. Imagine Learning English was developed with an adaptive curriculum that automatically assesses and provides appropriate instruction and feedback. This is great for one-on-one instruction, but what about when you meet as a group? Adaptation strategies make it easier to include students with varying abilities.

Lenz and Schumaker note that adaptations should be “broad enough and flexible enough to assist students regardless of their disability.” This is quite a task to tackle on your own, so they have provided a nine-step method to implement effective adaptations in the classroom. Read the complete article here, or continue reading for a synopsis of the first few steps.

1. Make a plan for adapting materials. Involve your curriculum coordinator, other teachers, parents--anyone who may need to be involved--and assign responsibilities. The better plan you have, the more likely the implementation will last.
2. Define the problem. There's no point in coming up with solutions before you know what you're trying to fix. Observe how your students interact with instructional materials. Are they having trouble getting information from a text, remembering information for later, or sharing that information with others? Each issue will require a different adaptation.
3. Make goals. Adaptations are just short-term solutions. Kenz and Schumaker advise that the ultimate goal is to "promote the student's independence as a learner and [...] reduce the need for adaptation." All short-term goals should advance this mission.
4. Decide whether to adapt content or format. A student's Individualized Educational Program, as well as state standards, determine whether or not content is appropriate for that student. If the curriculum is appropriate, then consider adapting the format, or vehicle by which content is delivered.