Classroom Modifications

Introduction
Inclusive Education is……

Classroom Modifications, Curricular Adaptation and Curricular Flexibility are

crucial elements of a successful Inclusive Education Programme. They take into
consideration the diverse needs of learners, and ensure that the curriculum is
presented to them in accessible ways.

Modification involves making changes to learning goals, teaching methods.

assignments and assessments… (NCERT 2015*)

What:
 Removing & reducing the barriers for the full participation : Create enabling
& least restrictive environment
 Reasonable accommodations for CWSN
 Facilitate social as well as academic learning
 Appropriate to learning needs & styles for the child
 Not exclude the child from classroom experiences
 Not overcompensate or emphasize student’s disability

Why:

From UNCRPD: Article 3

 Non-discrimination; Equality of opportunity; Accessibility
 Respect for difference and acceptance of persons with disabilities as part of
human diversity and humanity
 Respect for the evolving capacities of children with disabilities and
respect for the right of children with disabilities to preserve their
identities
  Article 24:
 (a) The full development of human potential and sense of dignity and self-
worth
 (b) The development by persons with disabilities of their personality,
talents and creativity, as well as their mental and physical abilities, to their
fullest potential;

Why:
 Every child has different learning needs & styles
 Every student should be allowed to participate in every part of the
classroom experience
 Reduces stress & anxiety for teacher addressing the needs of the class
 Creates Positive and student-friendly classroom
 Motivates teacher as well as the child

How:

Classroom Arrangements:
 Enough space for free movement (even wheelchairs)
 Doors should be broad enough for wheelchair users
 Enough space for books, assistive devices etc.
 Remove unnecessary furniture
 Furniture can be adapted to student’s needs : for e.g. Special chairs or
cushions, lower or high table or chair, tilted desk top
 Seating arrangement to facilitate maximum participation of CWSN (for e.g.
child with ADHD needs to be away from window but child with low vision
may benefit from sitting near the window, HI?)
 Seating arrangements should be flexible to allow students to move into
groups
 Adequate lighting; minimize glare; avoid reflective surfaces
 Minimize background noise
 Proper ventilation
  Floor should be non-slippery
 Using ceilings, floors & walls as TLMs
 Display student’s work/educational material
 Picture schedules, visual cues, color coding or visual timer when required
 Quiet times or places to help improve concentration
 Have at least part of the room bare with nothing on walls, ceilings or floors

Communication
 Communicate clearly- Speak at a reasonable speed and volume. It might be
helpful to use short sentences. Use gestures, pictures, signs and facial
expressions to help communicate.
 Give feedback – Timely, consistent & constructive feedback
 Use respectful language & tones at all times

(The trainer may demonstrate the above using role plays, discussions etc.)

Classroom Environment
• Make a large class feel small- by addressing everyone by names, QCT, class
time etc.
• Temporarily reduce the class size - Break class into small group

Key dimensions of an enabling classroom climate.

Attitude Teachers, students & whole school staff understanding & valuing diversity

Clarity How each lesson relates to the broader subjects, as well as clarity regarding the aims and objectives of the school.

Positive Discipline Classrooms rules developed in a participatory method by students & teachers. A clear set of standards as to how pupils
should behave and what each pupil should do and try to achieve

Fairness The degree to which there is an absence of favoritism, and a consistent link between rewards in the classroom and actual
activities.
Participation/ Creating the opportunity for pupils to participate actively in the class by discussion, questioning, giving out materials, and
Engagement other similar activities.
To include, engage & support
Support Feeling emotionally supported in the classroom, so that pupils are willing to try new things and learn from mistakes.

Safety The degree to which the classroom is a safe place, where pupils are not at risk from emotional or physical bullying, or
other fear-arousinq factors.
Interest The feeling that the classroom is an interesting and exciting place to be, where pupils feel stimulated to learn.

Environment The feeling that the classroom is a comfortable, well-organized, clean and attractive physical environment.
Respect & Dignity Self-Respect,

Ownership & To Include, Engage & Support

Responsibilities

Classroom transactions

To improve attention
• Seat student near the front
• Seat student near role model who can be a peer study buddy
• Give one segment at a time
• Use cue to regain student’s attention
• Establish eye contact before giving instructions
• Give short direct instructions
• Address the student by name

To reduce Impulsiveness
• Ignore minor inappropriate behavior
• Give immediate reinforcement
• Acknowledge positive behavior
• Help student learn self-monitoring techniques

To deal with Hyperactivity

• Allow student to stand at times
• Creating opportunities to run errands
• Break a large task into small ones

To Improve Academic success

• Encourage students to ask questions in case they face difficulties
• Provide extra time to complete work
• Be creative in teaching approach
• Use multi-sensory method of teaching (oral, visual and tactile)
• Relate class to personal real life skills and experiences.
• Limit expectations to two or three concepts per unit.
• Allow for alternative forms for expressing understanding
• Concentrate on student strengths and bring those strengths into the lesson.
• Use concise written and oral directions (spoken, written, and oral).
• Provide lesson outlines. Pre-teach concept vocabulary, draw pictures, use
concept mapping, mind mapping, organizers and simplified vocabulary.
• Use multiple intelligences approaches to teach the same lesson
• Use real objects, concrete aids, manipulative models, audio-visuals etc.
• Read a test orally (when required)
• Avoid last minute changes
• Use highlighting and colour coding to help a student get the main point of
information

When your student experiences difficulty with reading... (Soni to rework)

• find the problem letters (b/d or p/q, etc.)
• reinforce phonics through examples (Ball/Hall/Tall, etc.)
• use audio-recorded materials (text or study guides).
• use computer games.
• teach self-questioning.
• use peer tutoring or remedial reading/teaching.
• summarize key points and have students summarize it further.
• identify main ideas of the lesson
• identify 5 W’s–who, what, when, where, why.
• allow highlighting of texts, passages, key words, or concepts.
• preview units, chapters, etc.
• use visual imagery.
• explain idioms that appear in reading passages.
• allow silent pre-reading

When your student experiences difficulty with writing...

• dictate ideas to peers.
• shorten writing assignments.
• use lists instead of sentences.
• provide note takers.
• allow student to use a recording device
• allow visual representation of ideas.
• allow use of flow chart for organizing ideas before the
student writes paragraphs etc.
• grade on the basis of content, do not penalize for errors
in handwriting, spellings and grammar.
• allow typing & other alternative methods

When your student experiences difficulty with hearing...

• provide preferential seating.
• use visual cues (overheads, drawings, maps,
demonstrations, Visual samples of new vocabulary).
 use of sign language interpreters (or the teacher could learn sign basics)
• face student directly when speaking, so that he can lip-read, see your facial
expressions etc.
• emphasize key points (avoid “information overload”).
• repeat or rephrase what other students say (often hearing what other
students say is difficult for hearing impaired students).
• highlight texts/study guides.
• provide peer support for note-taking assistance during lessons
• use captioned/subtitled videos, films, etc.
• show videos, pictures etc. before presenting information to provide a
knowledge base for students.

When your student experiences difficulty with seeing...

• describe what you are doing.
• provide material in large or Braille print.
• use audio-books
• be aware of lighting requirements.
• use contrasting colours
• use tactile aids to represent concepts.
• stand away from window glare when talking to the student.
• give student an individual copy of visual information presented to the group.
• allow extra time to complete tasks.

When your student experiences difficulty with following rules set for the
class...
• teach rules/expectations through model/role play situations.
• display rules/expectations in a prominent place in the classroom
• be consistent with instructions & consequences (positive and negative
reinforcements.)
• use physical proximity & visual attention to reduce undesirable behaviour
 use appropriate cues and prompts.
• have students set personal goals.
• use self-monitoring strategies.

When your student experiences difficulty with motor skills/mobility/posture

maintenance / manipulation of materials...
• use concrete objects and examples from daily life.
• use models, TLMs.
• provide adaptive equipment.
• position materials for individual use.
• allow different postures.
• allow adequate time.
• allow alternatives to writing
• tasks that require eye movement from one plane to another.
• be aware of fatigue level.

Tips for working with high ability learners...

• have some extra work-sheets/puzzles/difficult questions to engage them
when they finish faster than the rest.
• use theory of Multiple Intelligences.
• use mentoring or Apprenticeship with Professionals.
• teach entrepreneurship.
• teach scientific method.
• allow tutoring/peer coach.
• use Socratic questioning.