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ADAPT Strategy
Hutchinson’s ADAPT strategy (pp. 243–248) can be summarized as follows:

Step 1: Accounts of student’s strengths and needs
  • Review a student’s IEP for strengths and needs in social, emotional, physical, and academic areas.
  • Academic areas include the basics of reading, writing, mathematics, and learning strategies to perform school tasks.
  • Learning strategies include time management, study skills, note taking skills, listening skills, organizational skills, to name a few.
Step 2: Demands of the classroom
  • Social demands include how students learn best: individually, in groups, or both, as well as how the teacher models positive interactions with students.
  • Physical demands include classroom layout, changes to the layout, use of audiovisual equipment, computer software programs, etc.
  • Academic demands look at not only instructional materials but also instructional and assessment strategies.
Step 3: Adaptations
  • This involves identifying potential mismatches between a student’s learning needs and the demands of the classroom. The key decisions for adaptations in this context are to bypass the mismatch, teach through the mismatch, or teach around the mismatch (p. 208).
Step 4: Perspectives and consequences
  • Choose adaptations that benefit the majority of students in the class and that have demonstrated effectiveness.
  • Use observation to determine the effectiveness of an adaptation for the exceptional students and think about the adaptation from the perspective of the other students, colleagues, and parents.
Step 5: Teach and assess the match
  • Continuously assess how well the adaptation overcomes the mismatch between student strengths and needs, and the classroom demands.
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  • Home
  • All About Me
    • Curriculum Vitae
    • Contact Me
  • First Nations Focus
    • First Nations Literature for Kids
    • Useful links for First Nations Teaching
  • Special Education Part 1
    • Module 1- Foundations of Special Education in Ontario >
      • Inclusion
      • Models, theories and Approaches
      • Interesting Websites
      • Module 1-discussion posts
    • review and consider the main areas of exceptionality and their sub categories
    • Module 2-Communication Exceptionality >
      • Communication Exceptionalities
      • Language Impairment
      • Hearing Impaired
      • ADD/ ADHD
      • Autism
      • Module 2 discussion posts
    • Module 3-Behaviour Exceptionality >
      • Behaviour Exceptionalities
      • Mental Health
      • Module 3 discussion posts
    • Module 4-Intellectual Exceptionalities >
      • M.I.D
      • EQAQ and exceptional needs
      • Giftedness
      • Module 4 discussion posts
    • Module 5-Physical and Multiple Exceptionalities >
      • Module 5 discussion posts
    • Module 6-Processes, Programs and Services >
      • Module 6 discussion posts
    • Module 7-Program Planning >
      • Example IEPS and transitional Plans
      • Module 7 discussion posts
  • Special Education Part 2
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    • Module 1 assessment >
      • Module 1 assesment products
      • module 1 assesment resources >
        • Assessment >
          • Formal Assessment- Criteria Referenced
          • Informal Assessment
    • Module 2 procedures >
      • Module 2 procedures products
      • Referral Process
      • IPRC Process
      • SMART GOALS
      • IEP
      • Module 2 procedures resources
    • Module 3 literacy >
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      • Module 4 numeracy products
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        • Transition Plans
      • Module 6- Program Planning Products
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        • FASD
        • Meta cognitive and KWL
    • Module 7-culminating tasks
    • Portfolio Reflections
    • Seminars
  • PME 800
    • Inquiry project outline
    • Progress Monitoring
    • Inquiry Project
    • SRL Resources
  • Special Education Specialist
    • MODULE 1: INCLUSION TRENDS
    • MODULE 2: COLLABORATIVE INQUIRY
    • Module 2: Teamwork- working with an educational assistant
    • MODULE 3: BEHAVIOUR EXCEPTIONALITIES >
      • BEHAVIOUR RESOURCES