Modifications

Domain: VIII-Global and Multicultural Perspectives
Order of Events
7:50 Bfast running late
8:30 Morning Work
9:00 RR
Centers from 9-10am
Listening Center: Listen to tape or cd
Computer Center: Harcourt Rdg. Mission Comp Network
Writing Center: Different file foler games, ABC order, type words, Sent order
Puzzle Center: At desk to put puzzle together
Reading Center: On couch, pick 2 books to read
Math Center: Different file folder games, flash cards wheel, wrap ups.
10: Friday reward, make slime (2 groups b/c of specials)
10:45 RR
11:00 Math groups.
Afternoon: Conference with Teacher

B. Elaboration of Significant Episode
Here are the modifications and adaptations that I have observed or helped with.

**For Math, the teacher previously picks numbers from homework that will be done in class together. On the student's papers they circle the number that we do together. If we run out of time and don't get through the "circled" number, then for homework they do not have to do those problems.

**In Math, students may use a math reference guide, to help them with multiplication charts, a list of the months of the year with nubmer of days in each, etc. Student can use this in class when durning math discussion, to help on homework and they are allowed to take it home if they need extra support on their homework. We do have a time where we practice without the guide, in order to prepare our students for the ISTEPS tests that will soon be coming up.

**Our 4th grade boy with Autism is mainstreamed for the whole day. But, sometimes the regular classroom is too much for him and he needs a break. He comes down to our classroom to relax for 10 mintues. He sets the timer and then picks and activity to do. We have a couch that he can sit on and a cabinet with activities to pick from. He can play with playdough, play with squishy balls, read books, color, blow bubbles, draw with clalk, and play with some other little toys. We also have sensory boxes to let him play with sometimes, such as sand, salt or noodles.

**My only 2nd grade studnet brought in work from her general education classroom. She had a worksheet focusing on vowel sounds. Ex. C _ P. The vowels had to be cut out and pasted in the middle of the word, to for CAP. I noticed that this little girl was having a hard time cutting out the letters and it was taking a large deal of her limited resource time. I helped her cut out the vowels and she read and pasted them in the correct spot. The assignment was not to assess fine motor skills, but to match the correct vowel to the correct space in the word.

**One of our 5th grade student transfered in from another. She has very low math and reading scores, at about the pre-primer level. We are giving her instruction and support in Reading, spelling, fluency, reading recovery, and math. My cooperating teacher and I have kept in communication with the general education teacher. We realized that our student was having a hard time in science and social studies. We had figured as much because of such a low reading level. My teacher and I decided to modify her IEP so that she could take Science and Social Studies pass/fail.

C. Analysis of Episode
It seems in special education that modifications and adaptations are my life and become very common place. I find myself automatically modifying things without having to give it second thought. In preparing my portfolio I realize that it will be important to pinpoint the modifications made. I feel that it is good to stop and reflect on even the little modifications that make a big difference to the child with exceptional needs.