Brittany Nelson - Adapted Teaching Activity

Adapted Teaching Activity

The ADAPT Strategy:

■ Step 1: Accounts of students’ strengths and needs

■ Step 2: Demands of the classroom on students

■ Step 3: Adaptations

■ Step 4: Perspectives and consequences

■ Step 5: Teach and assess the match

Class Introduction

This is where I introduce my students to greeting one another in Spanish by introducing myself.
--Hola clase, me llamo señorita Nelson. ¡Bienvenido a la clase de español!/Hello class, my name is Ms. Nelson. Welcome to Spanish class!

Re-written Lesson Plan (adapted for a student with Asperger’s)

1.       Introduce myself to the class in English, then in Spanish.

a.       Adaption: Introduce myself in English and in Spanish to the student ahead of time; meet with EA to discuss the lesson.

2.       Present the students with a list of vocabulary (Spanish vocab with English translation) related to greeting one another and introducing new friends on the smart board; I read aloud the list of words in Spanish, then in English.

a.       Adaption: I can provide the list to the EA and the student ahead of time, so they can read over the vocab before class.

3.       Next, each student will read out a word on the list.

4.       Present a short list of questions to ask the students (questions about their names, where they’re from, how old they are, etc.) Ask each student individually these questions in Spanish and, using the vocabulary that I presented, the student will respond in Spanish.

a.       Adaption: provide student/EA with questions ahead of time

                                                               i.      Get the EA involved! Ask have them answer the questions, too.

5.       The roles are now reversed; students ask me the questions in Spanish and I respond

6.       Provide a practice sheet where students will fill in the blanks using the vocabulary on the smart board; we will go over the answers together after 10-15 minutes.

7.       After we go over the practice sheet, the students will make groups of two or three and write a short dialogue that will introduce their classmate to the class using vocabulary covered. I will suggest to students to use the practice sheet as a model. I will give lots of time for this, as it may take the student with Asperger’s a little longer to do the assignment.

a.       Adaption: Student can have a shorter dialogue.

8.       Circulate the class, observing students’ pronunciation and giving feedback; pay close attention to student with Asperger’s.

9.       Have each group come up and present one another to the class.

10.   Have students hand in their script so I can give feedback.

a.       Adaption for me: make sure students print neatly, using a dark pen or pencil using large letters.

Rationale

                By providing the information to the student ahead of time, they will have the chance to familiarize themselves with the vocabulary. Similarly, by introducing myself to the student ahead of time, I will also be introducing them to Spanish pronunciation and they will get a sense of how some of the vocabulary is pronounced. The student will still learn the vocabulary needed even if they write a shorter dialogue. The shorter dialogue saves time and the student will still be able to keep up with his or her classmates.

Lesson plan can be found here: http://www.lessonplans.com/ext-resource.php?l=http://beaconlearningcenter.com/lessons/2284.htm