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Thinking It Through: Using the ADAPT Strategy to Differentiate and Adapt Instruction

Thinking It Through: Using the ADAPT Strategy to Differentiate and Adapt Instruction

Michelle Chamblin
Copyright: © 2018 |Pages: 29
ISBN13: 9781522531111|ISBN10: 1522531114|EISBN13: 9781522531128
DOI: 10.4018/978-1-5225-3111-1.ch006
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MLA

Chamblin, Michelle. "Thinking It Through: Using the ADAPT Strategy to Differentiate and Adapt Instruction." Instructional Strategies in General Education and Putting the Individuals With Disabilities Act (IDEA) Into Practice, edited by Pam L. Epler, IGI Global, 2018, pp. 167-195. https://doi.org/10.4018/978-1-5225-3111-1.ch006

APA

Chamblin, M. (2018). Thinking It Through: Using the ADAPT Strategy to Differentiate and Adapt Instruction. In P. Epler (Ed.), Instructional Strategies in General Education and Putting the Individuals With Disabilities Act (IDEA) Into Practice (pp. 167-195). IGI Global. https://doi.org/10.4018/978-1-5225-3111-1.ch006

Chicago

Chamblin, Michelle. "Thinking It Through: Using the ADAPT Strategy to Differentiate and Adapt Instruction." In Instructional Strategies in General Education and Putting the Individuals With Disabilities Act (IDEA) Into Practice, edited by Pam L. Epler, 167-195. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-3111-1.ch006

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Abstract

The concept of differentiating and adapting instruction for all students, including students with disabilities, is explored in this chapter. Preservice teachers, upon exiting their teacher preparation programs, are expected to be fully developed and know how to differentiate instruction for diverse learners and adapt instruction for exceptional students who require more. However, the plethora of information on differentiation of instruction and adapting instruction can be overwhelming, leaving the preservice teacher overloaded. Concrete approaches must be available. This chapter presents the ADAPT strategy, which models one approach of organizing information and thinking through a process. With the use of lesson planning, universal design guidelines, and evidence-based practices, the chapter presents a step-by-step teaching model. Examples, work samples, and data derived from teaching the strategy to preservice teachers are included. This strategy may help preservice teachers, as well as more experienced teachers, approach the task of varying instruction in a consistent, thoughtful, and manageable way.

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