Date
14 April 2021

Explore approaches for students years 9-13

Suggestion for implementing the strategy ‘Utilising differentiation and adaption approaches'

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Consider how to differentiate

Consider how to differentiate

Reflect on what support will enable students to be successful.

Ask students what will help.

  • Altering the amount of work or size of projects.
  • Encouragement to complete work in small, manageable chunks. Students beginning a big project may need help organising an individual plan for completing it.
  • Planning smaller projects with a gradual work up toward larger ones (for students who tire easily).
  • Allowing more time to complete in-class tasks.
  • Supporting students to manage perfectionism, for example, their being too fussy and not completing tasks on time.
  • Creating flexible time schedules. Make assignments due over the course of several days or even weeks. Provide a time range during which an assignment may be submitted.

Source: Students with disabilities in mainstream classrooms: A resource fo teachers (opens in a new tab/window)

Differentiation in science

Differentiation in science

A teacher describes how in science lessons she differentiates materials to ensure that they are comprehensible to all students.

Reflection questions

Reflection questions

When you adapt or differentiate the curriculum, be careful that you do not unnecessarily simplify it. You could be depriving students of the opportunity to achieve the same learning outcomes as their peers.

 

When planning a unit of work, some teachers find it helpful to ask:

  • Do I need to make any adjustments at all?
  • Would technology help some/all students?
  • Do some students need material presented differently?
  • Should some students present their work differently?
  • Will all students be assessed in the same way?
  • Will some students need additional or different goals?

Some students with a disability will not need any adaptations because of their disability. However, like other students they may require adaptations for other reasons such as they haven’t caught on to decimals or they need support developing friendships.

Source: Students with disabilities in mainstream classrooms: A resource for teachers (opens in a new tab/window)

Useful resources

Useful resources

File

Collaboration for Success: Individual Education Plans

Publisher: Ministry of Education | Te Tāhuhu o te Mātauranga

Download PDF (2.5 MB)

Next steps

More suggestions for implementing the strategy “Utilise differentiation and adaption approaches”:

Return to the guide “Curriculum accessibility”

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