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K3: Understanding of the basic theories of behavior problems exhibited by individuals with DCD.

S5: Familiarity with the use of a variety of instructional strategies (including functional life skills approach, community-based instruction, task analysis, multi-sensory, and concrete or manipulative techniques) to appropriately support the needs of students with DCD.

S6: Familiarity with techniques used to stimulate language, basic academic, and literacy skills of students with DCD (including the integration of art, music, and body movement into instruction).

K9: Understanding of basic aspects of a classroom environment that are relevant to meeting the physical, cognitive, cultural, and communication needs of children and youth with DCD.

S7: Familiarity with the use of developmentally appropriate classroom management strategies that are appropriate for supporting the needs of students with DCD.

K10: Knowledge of sources and uses of appropriate materials and equipment to meet the needs of children and youth with DCD (including adaptive, augmentative, and assistive technologies).


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Lesson 1 Reinforcement

Activity 1: QuickQuiz

Activity 2: Assisting the Teacher to Adapt the Curriculum and Instruction

Assisting the Teacher to Adapt the Curriculum and Instruction

Adaptations and modifications to the curriculum and instruction should always be based on the needs of the student as identified in his/her IEP. As a paraprofessional you develop a close working relationship with the student. You become familiar with his/her unique learning style and help the IEP team determine what he/she needs specifically to achieve educational goals. You also can tap the expertise of the special education and classroom teachers to help adapt and modify curriculum and instruction.

The following is a partial list of possible ways in which you can assist the regular or special education teachers or other education team members to adapt the curriculum or instructional methods:

1. Giving Directions for Tasks, Activities, and Assignments

Speak slowly.
Give directions in alternative, ways such as making a list or creating a series of pictures that show the directions.
Ask the student to repeat the directions.

2. Adapting Curriculum and Instructional Methods

Help the student problem-solve and process the information.
Support the teacher in helping the student learn how to learn, not just what to learn.
Create opportunities for active learning.
Create diverse and culturally sensitive activities for learning.

3. Learning and Teaching Strategies

Sequence tasks and assignments when this makes sense for learning.
Use role modeling or modeling to teach tasks and activities.
Use the “show, tell, do, and review” model of teaching new skills.
Support the teacher in helping students to learn and use problem-solving skills.
Use checklists for learning, including picture checklists or spoken checklists.

Using these lists, additional information cited in this lesson and references, other resources, and your own creativity and previous experiences in this area, complete the following instructions:

1. To each of the lists above, add other ways to adapt curriculum, various instructional approaches, and teaching and learning strategies that you are aware of, including those that you have already suggested or used under supervision of the teacher as well as those you have wanted to try.

2. Choose one of the strategies from any of the three areas with which you have already assisted a teacher or other professional. Provide some brief background information about the student with DCD for whom this adaptation was made. Then, explain in detail how you assisted the teacher or other professional in planning, using, and evaluating its effectiveness, including any revisions you made based on the evaluation. Use the following form to complete this exercise:

Curriculum Modification or Instructional Adaptation Experience

Curriculum modification or instructional adaptation:

Key background information about the student with DCD:

Research and planning the adaptation:

Implementing the adaptation:

Evaluating the effectiveness of the adaptation:

Making any revisions to the adaptation:

3. What worked well with the adaptation? What did not work well with the adaptation?

4. What was a KEY point that you learned?

5. What would you do differently or want to improve if you did this type of adaptation again? Why?

What would you do? Print worksheet & write it down.

Get a worksheet that you may print for this activity.