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  • 3.

    What is a modified program?

    • (From B.C. Ministry) “A modified program has learning outcomes which are substantially different from the prescribed curriculum, and specifically selected to meet the student’s special needs. For example, a Grade 9 student in a modified math program might be focussed on functional computational skills in the context of handling money and personal budgeting. Or in Language Arts, a Grade 5 student may be working on recognition of common signs and use of the phone. In these examples, the learning outcomes are substantially different from those of the curriculum for most other students. The student’s program may include some courses that are adapted. The student’s transcript needs to indicate those courses that are modified.” Any decisions to create a modified program for a student need to be done in consultation with the parent, SBT, and administrator in order to follow a procedure that prevents problematic implications. It is crucial to address how and why the decision was made to place the student in question on a modified program.

  • 4.

    What are the different types of adaptations?

    • Frequently they are referred to as adaptations of presentation, assessment, format and tools

      • o

        Rate adjustment – more time to process or complete a task, un-timed tests

        • o

          Strategy Instruction – Show students a technique to strengthen a breakdown point such as rehearsal and self- testing

        • o

          Use of supports or aids such as a calculator, assistive technology (e.g. Dragon Speaking – speech to text) etc.

        • o

          Volume adjustment – given a smaller amount of material to produce or process (shorter report or fewer math problems)

        • o

          Format adjustment – presented in a manner that the student can process more effectively (e.g. films, oral reports, taped)

        • o

          Feedback System – Use of alternative evaluations such as performance assessments, authentic assessments, daily or weekly assessment, variety of types of tests

        • o

          Prioritization – Certain task components are stressed over others; for example, the student is asked to concentrate on the ideas rather than the spelling or grammar; use of the writing process (editing and proofreading at the end)

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