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When children are not meeting or accomplishing the important learning objectives that have been identified for them, more support is needed. The chapters in Section II describe educational practices that can be applied when a child is not learning or making progress at expected rates. The practices are grouped according to the type and level of instructional support.
Curriculum modifications and adaptations are relatively simple yet purposeful strategies for altering typical activities, routines, materials, and interactions in order to include children with disabilities and other special needs and to enhance their participation in their environments. The expectation is that by increasing childrenās participation, their learning is also enhanced. Eight categories of curriculum modifications are described: 1) environmental support, 2) materials adaptation, 3) activity simplification, 4) child preferences, 5) special equipment, 6) adult support, 7) peer support, and 8) invisible support. Examples of the modifications are presented according to category as well as by typically occurring early childhood classroom activities such as ideas for a book corner, block play, and so forth.
If the child is still not making progress on specific learning objectives, then practices are described for providing even more teaching and learning opportunities. We call this level of intensity and specificity embedded learning opportunities (ELOs). Specially designed instructional strategies are used and embedded within typical activities and routines. Embedding and distributing instruction are desirable ways for helping children learn valued outcomes and for helping them use new behaviors in a variety of settings and activities. For those children or for those learning objectives that require more explicit instruction, practices are described for clarifying teaching times and for using clear instructions, assistance, and consequences. We call this level of intensity and specificity child-focused instructional strategies (CFIS).
Taken together, the practices described in this section build on the foundation of a quality early childhood program. Teachers and teams use their careful observation and assessment of childrenās learning and, when necessary, match childrenās learning needs with more specialized, evidence-based, and individualized support to help children learn and thrive.
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Chapter 5
Curriculum Modifications
A curriculum modification is a change to the ongoing classroom activity or materials in order to facilitate or maximize a childās participation in planned activities and routines. The underlying notion is that increased participation as well as playful interactions with toys and peers will enable the child to take advantage of these opportunities and consequently develop and learn.
Curriculum modifications should be thought of as easy-to-implement interventions that require thought and planning but not additional resources. In fact, many teachers regularly make curriculum modifications without identifying them as such. With careful planning, modifications and adaptations can be important tools in helping children make meaningful progress.
Drew was having a hard time settling down in one spot at the beginning of large-group activities. The children in Drewās classroom all sit on carpet squares during large-group activities. Drewās teacher modified this for Drew by putting his name on his square so that he could be directed to sit at a particular spot in the group.
Samisha sometimes seems distracted by the effort of keeping her balance while sitting in a chair. Samisha has a large block placed under her feet, which helps her maintain her balance so that she can more easily participate in the ongoing activity.
WHEN SHOULD CURRICULUM MODIFICATIONS BE USED?
A modification to the curriculum is most effective when your observations tell you that the child is interested in the ongoing activities but is not able to fully participate. One child may watch the other children and may try to participate without success. Another child may not stay with the activity long enough to take full advantage. Still another child may ātellā you he or she is having trouble with the activity by becoming frustrated, while another child may signal that he or she needs help by becoming withdrawn.
TYPES OF CURRICULUM MODIFICATIONS
Table 5.1 lists eight types of curriculum modifications. The following pages provide numerous examples of each type of modification.
Teachers and therapists who work in inclusive early childhood classrooms have suggested the examples of modifications and adaptations. You may be able to think of others that would also work in your classroom. These modifications are organized in two ways. First, they are organized by type. Second, additional modifications are matched to ongoing activities and routines that typically occur in early childhood classrooms (...
