INSTRUCTIONAL ADAPTATION IN

MATHEMATICS AND SCIENCE

INSTRUCTION
What is instructional adaptation?
 Adapting instruction can be defined as making
changes to instruction in order to allow
students equal access to the curriculum and to
give them the opportunity to process and
demonstrate what has been taught. Instructional
adaptations can include both accommodations
and modifications.
5 Types of Instructional Adaptations for
Your Inclusive Classroom
• Alter the instructional arrangement.
• Alter the physical or social environment.
• Alter your methods and materials.
• Alter the process or task.
• Alter the level of personal assistance.
Types of Instructional Approaches
 Universal Design for Learning
-is a framework to address curricular planning that meets the needs of all learners.
 Multi-Sensory Approach
-it integrates sensory activities where learners can use their senses in learning new
concept.
Sample Techniques under multi-sensory approach in Mathematics
o Visualizing with beads or cereal
o Building with colored cubes and tiles
o Drawing math problems
o Tapping out numbers
o Making musical connections
o Putting movement into math
o Bundling sticks
o Building with base 10 blocks
o Using pizza slices
Techniques / strategies under multi-
sensory approach in Science/Math
 Manipulatives
 Role-play or simulation
 Stimulate visual reasoning and learning
 Auditory techniques
 Tactile
teaching methods
 Kinesthetic methods
Collaborative Learning Approach
-is an educational approach to teaching and learning that involves groups of
learners working together to solve a problem, complete a task, or create a product
o Deliberately select which students will work together
o Size the groups for maximum effectiveness
o Teach your students how to listen to one another
o Set the rules of language and collaboration
o Make goals and expectations clear

o Assign roles to the members of each group

o Use real-world problems, not imaginary ones

o Consider giving each group a different task

o Play a game to get students warmed up

o Evaluate each group on its own merit

 Inquiry-Based Learning
-learning process that engages students
by making real-world connections through
exploration and high-level questioning
o Confirmation inquiry
o Structured inquiry
o Guided inquiry
o Open inquiry
Essential components of inquiry- based learning
Orientation/Observation The teacher introduces a new topic or
concept. Students explore the topic through
research, direct instruction, and hands-on
activities.
The 5 E Model
Engagement This is a preparation phase. The purpose is to
introduce concepts and pique student interest.
This is when teachers encourage students to
begin developing their questions.

Question/Conceptualize Students develop questions related to the
topic, make predictions, and hypothesize.
Investigation This is the lengthiest part of inquiry
learning. Students take the initiative, with
appropriate teacher support, to discover
answers, to find evidence to support or
disprove hypotheses, and to conduct
research.
Exploration During exploration, students begin actively
experimenting and strategizing to answer
questions. Teachers observe and guide as
students work in small groups.
Explanation With potential answers to the questions,
students then report to the class. They show
evidence for their answers and explain how
they arrived at them.

Conclusion Having collected information and data,
students develop conclusions and answers
to their questions. They determine if their
ideas or hypotheses prove correct or have
flaws. This may lead to more questions.
Elaboration o develop a deeper understanding of concepts
and connect them to others, discussion
continues. In the elaboration phase, the class
discusses new questions that arise. The
teacher may also introduce related concepts to
encourage the students to find connections.

Discussion/Sharing All students can learn from each other at
this point by presenting results. The teacher
should guide discussions, encouraging
debate, more questions, and reflection
evaluation Teachers informally assess students
throughout this process. They can also
evaluate student learning with a more formal
assessment. The culmination of the lesson or
project may be a test, a report, a presentation,
or some other type of assessment.
Integrative Approach
-provides learners with a learning environment
that helps them make connections of their learning's
across curricula.
-It creates learning experiences that call on more
than one discipline,
like teaching combines many subjects into single
lessons.
Constructivist Approach
-allows learners to be active in the process of constructing meaning
and knowledge rather than passively receiving information. It fosters
critical thinking and provides learners with a learning environment that
helps them make connections with their learnings

o Constructivism Uses a Process Approach

o Constructivist Teaching Involves Negotiation
o The Teacher in a Constructivist Classroom is a Researcher
o Students and Teachers are Interactive in a Constructivist
Classroom
o Organization and Management of a
Constructivist Classroom are Democratic
o Power and Control in the Constructivist Classroom are Shared
Modification and Accommodation on the
Physical or Social Environment
 Offering alternative seating arrangements is a great way to
support children with disabilities. Depending on the needs of the
individual child, you can have them sit near you or a peer buddy,
in a quiet area of the classroom, or provide an alternative seating
option that will help them focus in class.
 Rearranging the layout of the classroom, especially in regards to
classroom furniture, can also help children with special needs
move more easily around the classroom.
 Limiting visual clutter on walls can help reduce distractions for
children with autism or ADHD.
 Play soft music or provide white noise throughout the day to help
with sensory stimulation.
 Reducing the noise level in the classroom can help
children with a visual or hearing impairment.
 Changing the amount of lighting or brightening or
dimming lights can help children with autism or a
visual impairment.
 Adapting furniture by lowering chairs or securing
desks and creating slant boards throughout the
classroom for writing support can help children
with a physical disability or orthopedic impairment.
 For children with a cognitive and/or developmental
delay or an orthopedic impairment, consider using
pegs to adapt handles on doors, shelving, coat
racks, backpack areas, and puzzles.
  Additional
• Give your student the choice to sit at a table instead of a
desk (or vice versa).
• Get your student a larger (or smaller) desk, depending on
her preference.
• Let students with sound sensitivities work in a particular
part of the classroom, such as a “quiet space” or study
carrel.
• Give easily distracted students the option of sitting at a
desk closer to the board. You could even arrange for the
student to complete certain tasks in another part of the
school campus, such as the media center or outdoors.
Alter your methods and materials.
• Incorporate more visuals to present content in different ways, such as maps, pictures,
drawings, objects, or videos.
• Use graphic organizers to arrange key points in a way students can easily grasp.
• Provide additional models or demonstrations for students who need extra support
during the lesson.
• Select concrete materials instead of symbolic representations, or illustrate symbolic
representations with concrete examples.
• Make the most of whatever technology is available to you–enhance your lesson with
whiteboards, streaming videos, or remote clickers.
• Check for understanding more frequently, using methods that require active responses
from your students. For example, try asking questions about the lesson material and
have your class vote on the answers.
• Provide students with differentiated reading material based on their reading level and/or
interests.
• Make content easier to learn by giving your student enhanced texts in which key parts
are highlighted, pictures or symbols are added, and/or text is enlarged.
 Alter the process or task
• Have your student follow written, pictorial, or audio-recorded task steps instead of
giving them oral instructions.
• Modify essay assignments–instead of writing an essay, your student could
demonstrate understanding of the content by completing a chart, developing a text-
to-speech presentation, or creating an outline.
• Reduce the number of items students are expected to complete. For example, your
student can receive the same math worksheet as the rest of the class, but you can
ask him to complete only the odd-numbered items.
• Give your student the option of using the same materials as the rest of the class,
but in a different way. On a math worksheet, she could locate and mark certain
numerals instead of completing problems.
• Suggest note-taking helpmates such as guided notes or a slot-note note format, so
students can more easily record and recall key information.
• Allow for more creative ways for students to show what they know. Artistic students
might build a model, create a poster, or draw a map a in place of a written
assignment.
Alter the level of personal assistance
 For learners who need extra support with some tasks, enlist
helpers such as peers, a special educator, or a
paraprofessional. They can provide assistance in a variety
of ways, depending on the learner’s needs:
 Have the helper model the steps of a task before the
student performs them on her own.
 Encourage helpers to provide additional prompts (verbal,
gestural, or partial physical) when students need them.
 Assign the helper to complete some of the task steps with
or for the student.
 Ask the helper to give the student immediate feedback and
additional encouragement to reinforce successes.
 Teaching Math to Students with Visual
Impairments
 Plan Ahead
 Create Graphs and Diagrams
 Make Accommodation
 Teaching Strategies
-Split the task into smaller sections
-Teach the concept step by step
-Teach strategies to explore and to discover what to another child is
visually obvious.
-Use of abacus, number line in Braille or large print, hand on hand
demonstration and verbal prompts are useful to support counting activities.
-Peg boards and an abacus can be used to support data or represent tallying
 Provide Daily Hands-on Experience
 Use Appropriate Language to Explain Concepts
 Teaching Science to Students with Visual
Impairments
 Collaboration
 Note Taking
 Textbooks and Classroom Materials
 Demonstration
 Model and Graphics
 Videotapes
 Laboratory Modification
Helpful Teaching Aid for Instructional
Adaptation in Math and Science for
Visually Impaired Learners
Braille (Nemeth code)
audio books
Large print
Tactile Materials
Talking Scientific Calculator
Three-dimensional objects or model
Rubber-graph board
Brailled protactor
brailled print meter yarnstick
Omnifix cubes
Tactile Vision Graphics
DNA Twist
Tactile Astronomy
tactile graphics
Tactile Demonstration Thermometer
Novint Falcon
liquid level indicator
video microscope
Talking digital scale
Talking digital thermometer
 Specific Adaptation to Students with
Hearing Impairments
o Encourage students with a hearing loss to seat themselves
toward the front of the lecture where they will have an
unobstructed line of vision..
o Use assistive listening devices such as induction loops if
these are available.
o Ensure that any background noise is minimised.
o Repeat clearly any questions asked by students in the
lecture or class before giving a response.
• Do not speak when facing the blackboard.
• It is difficult for a student watching an interpreter to also take notes from
an overhead or blackboard.
• Provide written materials to supplement all lectures, tutorials and
laboratory sessions.
• Flexible delivery of teaching materials via electronic media is also
particularly helpful for students who have difficulty accessing information
in the usual ways.
• Ensure that lists of the subject-specific jargon and technical terms which
students will need to acquire are made available early in the course.
• Any videos or films used should, where possible, be captioned.
• In tutorials, assist students who lip-read by having the student sit directly
opposite you and ensure, if possible, that they can see all other
participants.
• Students with hearing loss, especially those with associated speech
issues, may prefer to have another student present their tutorial papers.
Teaching Science to Students
with Autism
LimitStimuli
Provide Sensory Input
Use Picture Communication
Robotics and Building
Teaching Math to Students with Autism
 Identify your child’s interest and use it to teach math concepts.
 Capitalize on their visual-spatial learning style by using multimedia
teaching tools.
 List out math facts so your learners can easily refer to it whenever they
need.
 Teach math concepts through visual examples and pair them with
verbal instructions for those that are partially verbal or non-verbal.
 Make teaching math fun by playing games with flash cards, apps, or an
online curriculum.
 Use technology to help those students whose fine motor skills aren’t as
developed.
 Provide praise as often as possible to keep students motivated.
 Use multiple-choice format rather than yes or no questions.
Accommodating Math Students with Learning
Disabilities
 Avoid memory overload. Assign manageable amounts of work as skills are learned.
 Build retention by providing review within a day or two of the initial learning of difficult skills.
 Provide supervised practice to prevent students from practicing misconceptions and "misrules."
 Make new learning meaningful by relating practice of subskills to the performance of the whole
task.
 Reduce processing demands by preteaching component skills of algorithms and strategies.
 Help students to visualize math problems by drawing.
 Use visual and auditory examples.
 Use real-life situations that make problems functional and applicable to everyday life.
 Do math problems on graph paper to keep the numbers in line.
 Use uncluttered worksheets to avoid too much visual information.
 Practice with age-appropriate games as motivational materials.
 Have students track their progress.
 Challenge critical thinking about real problems with problem solving.
 Use manipulatives and technology such as tape recorders or calculators.
Boosting the science comprehension of the
students with Learning Disability

❖ Announce the work you’ll be doing in advance.

❖ Make it easy to identify lab equipment.
❖ Assign lab and homework projects according to ability.
❖ Discuss real-world applications of classroom concepts.
❖ Bargain with the student, if needed.
 STRATEGIES IN TEACHING MATH FOR
ADHD LEARNERS
 Break instruction down into smaller parts
 Give written instruction direction
 Check students work early and after
 Use patterns and mnemonics
 Use technology and visual for math help
 Tools for Teachers in Teaching Science
for ADHD

 Begin each lesson with a hands-on

demonstration
 Pose a question
 Make it memorable and concrete
 Keep science journals for organization and
recording results
 Encourage cooperative collaboration
References
 https://www.perkinselearning.org/videos/webcast/teaching-math-students-who-are-blind-or-visually-impaired
 https://www.teachingvisuallyimpaired.com/classroom-design-tips.html
 https://www.understood.org/articles/en/multisensory-instruction-what-you-need-to-know
 https://www.igi-global.com/dictionary/multisensory-language-teaching/96800
 https://study.com/academy/lesson/adapting-materials-for-students-with-visual-
impairments.html#:~:text=One%20of%20the%20best%20ways,%2C%20tactile%2C%20and%20audio%20books.
 https://www.sfusdmath.org/universal-design-for-learning.html
 https://www.understood.org/articles/en/universal-design-for-learning-what-it-is-and-how-it-works
 https://www.teachingvisuallyimpaired.com/science-adaptations.html
 http://www.deficienciavisual.pt/txt-effective_classroom_adaptations.htm
 https://blog.brookespublishing.com/5-types-of-instructional-adaptations-for-your-inclusive-classroom/
 https://tophat.com/glossary/i/inquiry-based-
learning/#:~:text=Inquiry%2Dbased%20learning%20is%20a,'%20questions%2C%20ideas%20and%20observations.&text=This%20form%
20of%20learning%20enhances,discuss%20ideas%20among%20their%20peers.
 https://www.understood.org/articles/en/10-multisensory-techniques-for-teaching-math
 https://gsehd.gwu.edu/articles/10-strategies-build-student-collaboration-classroom
 https://www.lexiconreadingcenter.org/what-is-multisensory-teaching-techniques/?fbclid=IwAR1HL_9sYlZSrlhy2A1gVbUhdTU-
eZTbvZaxA4F21k91GLvv_XYgzgAy7ac


 https://ttaconline.org/instructional-strategies-students-deaf-hard-of-hearing
 https://www.washington.edu/doit/what-are-strategies-teaching-student-math-related-learning-disability
 https://beyondpenguins.ehe.osu.edu/issue/rocks-and-minerals/teaching-science-to-students-with-visual-impairments
 https://www.ldatschool.ca/teaching-science-high-school/
 https://www.additudemag.com/experiment-with-these-strategies/
 https://reflectiveteachingjournal.com/benefits-of-reflective-teaching/

 FOR LISTENING
GOD BLESS EVERYONE!!!