from which educators can build student success in learning. Incorporating universal design for learning into purposeful planning allows the education team to anticipate struggles, consider differentiated instruction, and evaluate the need for additional adaptations. Teachers can accomplish this by embedding differentiation methods and other adaptations into the curriculum and lesson design from the beginning. Implementing universal design for learning provides the opportunity to differentiate and adapt the representation, expression, and engagement of any instructional activity.
Using universal design for learning principles in lesson planning, as well as in the areas that the triangle of support identifies (personal supports, curriculum adaptations, and instructional and assistive technology), allows educators to see that there are various ways to meet the same learning target. Universal design for learning implements the best way for all students to have access, requiring educators to explore ways for all students to reach the same goal. Educating students is about allowing them to explore their own learning styles, exposing them to not only content knowledge but knowledge of how they learn best and the supports that best help them. Teachers can provide a supportive learning environment through systems thinking, reflecting, and focusing on how they can best adapt instruction to reach all learners—to make it universal. Figure I.4 is a graphic representation of how teachers can ensconce universal design for learning and the triangle of support within systems thinking.
Source: Adapted from Castagnera et al., 2003; Fisher & Frey, 2015.
Figure I.4: Unstoppable Learning, the triangle of support, and universal design for learning melded.
About This Book’s Student Beneficiaries
Though teachers often consider adaptations for students with disabilities, adaptations are not solely provided to students receiving special education services. Some students simply struggle with certain concepts. All students can benefit. In fact, Tracey E. Hall, Anne Meyer, and David H. Rose (2012) declare:
One of the clearest and most important revelations stemming from brain research is that there are no “regular” students. The notion of broad categories of learners—“smart–not smart,” “disabled–not disabled,” “regular–not regular”—is a gross oversimplification that does not reflect reality. By categorizing students in this way, we miss many subtle and important qualities and strengths. (p. 2)
With this end in mind, educators must acknowledge a variety of considerations when implementing instruction, activities, and tests, and keep rigor intact. The examples in this book, for instance, are from our professional classroom experience with actual students. The existence of various learning differences and styles, disabilities, cultures, languages, and home-life challenges calls for educators to implement culturally responsive pedagogy that facilitates adaptations in the classroom.
These types of instructional decisions are complex. Systems thinking requires that educators make these decisions while considering all issues. Regardless of the challenges, the central focus should be on what best serves the student. We reiterate that equality refers to sameness. It’s equity that should be at the forefront to ensure that teachers account for and address differences.
About This Book’s Readers
This book is for general K–12 teachers, special education teachers, instructional assistants, paraprofessionals, and related service providers including but not limited to speech-language pathologists, counselors and psychologists, occupational and physical therapists, assistive technology specialists, audiology and mobility specialists, and deaf and hard-of-hearing specialists. These educators work with students who need adaptations, though not all students who need adaptations require staff support in addition to their classroom teacher. Communication, integral to systems thinking, becomes crucial to teaching via teams.
Administrators and district leaders who read this book and embrace the systems thinking mindset—focusing on relationships, responsiveness, communication, and sustainability—will clearly see that learning adaptations are not a place, a label, or a particular person. They are accommodations, modifications, and supports that meet students where they are. Making this shift in thinking allows all stakeholders to see adapting learning as an integral part of students’ learning experiences and to see the school community as a place where everyone can reap the benefits of a supportive classroom environment.
About Using This Book as a Resource
It’s important to note that when integrating accommodations and modifications, teachers must keep in mind any existing guidelines for determining how adaptations may affect students meeting graduation requirements and attaining a diploma. For those students, ensure that the provided adaptations do not alter the standards for the curriculum and that students who are receiving these supports are meeting their school’s course requirements. The question of whether the chosen adaptation changes the standards determines if it is an accommodation or a modification. Universal design for learning and accommodations that do not alter the standards provide an array of supports for students receiving a diploma.
In any respect, this book provides real-life examples and explains what adaptations an education team needs to provide for the variety of ways students learn. It highlights the intersection of Fisher and Frey’s (2015) systems thinking approach with adapted learning. Chapter 1, “Creating an Adaptation-Friendly Systems Thinking Classroom,” further discusses the principles that underlie systems thinking and, hence, Unstoppable Learning. The chapter also explores the triangle of support and universal design for learning tools, which blend with systems thinking to direct educators as they create equitable adaptations. Chapter 2, “Making Accommodations and Modifications While Ensuring Rigor,” details specific adaptations and explores gifted and twice-exceptional learners (learners who have giftedness and a disability). We discuss the different levels at and forms in which staff and peers can provide support in chapter 3, “Determining Personal Supports.” To that end, chapter 4, “Communicating With Key Collaborators,” considers the various stakeholders who co-plan together to design learning adaptations.
The driving questions that Fisher and Frey (2015) pose in Unstoppable Learning encourage educators to think deeply about their own curriculum design and presentation and the way students demonstrate their knowledge and skills. These driving questions appear in feature boxes throughout this book to take readers on an inquiry-based path to explore their pedagogical philosophy. Here are just a few of the questions that educators will answer in the course of reading Adapting Unstoppable Learning.
• What adaptations can I make to assignments and classroom activities?
• What tools facilitate universally designed lessons and support system implementation?
• How can I make adaptations while maintaining rigor?
• How can I integrate personal supports and technology into my classroom?
This books also aims to supply readers with a deep understanding of curriculum, personal, and technological supports. Three useful forms—(1) student profile, (2) infused skills grid, and (3) academic unit lesson plan—guide the reader through creating meaningful, effective adaptations. Numerous strategy examples provide readers with ideas to design an accessible lesson. It is our hope that this book provides educators with the tools necessary
