Not Just Giving Fewer Problems
A fifth-grade teacher once approached us about a student in his class who was struggling with spelling. He said, “The class has 20 words, so I gave this student 10. The student continued to fail. I then gave 5 words, then 2. What am I supposed to give this student—half a word?” He was quite shocked when we said, “It sounds like this student needs different words.”
Many teachers are accustomed to addressing student challenges by simply reducing the number of problems they get or providing additional time. This is commonly referred to as a workload modification. While these adjustments can be helpful in some cases, they are only appropriate when a student already has the prerequisite skills to complete the work. For example, you could give someone 5 of 10 calculus problems and provide them with 2 extra months to finish. However, without the necessary foundational skills, they still wouldn’t be able to solve those 5 problems.
Understanding the Role of Modifications in Inclusive Classrooms
Modifying instruction for students with disabilities in inclusive classrooms is a nuanced and thoughtful process. It requires balancing standards and objectives, individual skills, and IEP goals to ensure students receive instruction tailored to their specific needs. Additionally, it requires a fundamental belief that all students are valued members of the classroom community, even if their goals differ from their peers.
Simply reducing the number of problems or extending time isn’t always the right approach. Instead, adjustments to the level of instruction may better meet a student where they are.
For example:
- Instead of assigning all 20 fifth-grade spelling words, the student might focus on 3rd- or 4th-grade spelling words, depending on their specific skill development needs.
- Some students might benefit from 1st-grade spelling words or words taken from their independent reading material or consistent errors in their writing.
By adjusting the level of instruction rather than just reducing quantity, you’re targeting the actual skills the student needs to progress.
Applying This to Complex Assignments
Let’s consider a more advanced standard—writing a well-developed multi-paragraph essay with a claim and supporting textual evidence. A workload modification here might include fewer paragraphs, fewer pieces of evidence, or additional time to complete the essay.
However, similar to the example above, simply reducing expectations would only work if the student had the prerequisite skills to do the task. If a student’s IEP goal focuses on developing the skill of writing a claim because that’s an area of need, the instruction should center on modeling, teaching, and practicing the skill of writing claims. That doesn’t mean they aren’t included in the rest of the instruction. It means the skill you’d be modeling and practicing with this student would be writing a claim.
Breaking It Down: Steps for Effective Modifications
When planning modifications, follow these steps:
- Understand the expectations and learning goals for the entire class.
- Map out the foundational and advanced skills necessary for mastery of those objectives.
- Understand each student’s unique needs as well as their IEP goals to align instruction with their learning trajectory.
- Provide targeted instruction, scaffolding, and practice opportunities that meet each student’s needs.
Final Thoughts
Modifying instruction in this way isn’t simple, easy, or quick. However, it’s essential for ensuring that every student is learning the skills they need, even if their goals differ from their general education peers. Thoughtful adjustments go beyond simply “giving fewer problems” or extending time—they reflect careful planning, understanding, and a commitment to creating inclusive learning experiences. With the right strategies and attention, these modifications can make all the difference in helping students achieve success on their own terms.