Differentiating the Curriculum
Through appropriate planning, modifications to the classroom curriculum and the environment, the needs of students with Down syndrome can be met. This approach involves adapting four components of curriculum; the content, process, product and environment (Ashman & Elkins, 2009). Below are more detailed suggestions on how to modify these areas of the curriculum.
Content
Also known as the "what" of teaching. This can be achieved through assessing students’ skills and knowledge, then appropriately matching activities to the learner’s level. Some examples include:
Process
Also known as the "how" of teaching. By differentiating the instruction and modifying how students complete tasks allows multiple ways for students to process information. Some examples include:
Product
The product is the end result, it reflects what the student has understood. Allowing the student choice to demonstrate learning or providing a variety of ways that match the students strengths or abilities. Some examples include:
Environment
The learning environment is where students learn, it is the physical and emotional space where students should feel that they belong. Some examples include:
Content
Also known as the "what" of teaching. This can be achieved through assessing students’ skills and knowledge, then appropriately matching activities to the learner’s level. Some examples include:
- Give students choices about topics and provide students with resources that match their current level of understanding.
- Reduce complicated tasks that require a lot of fine motor skills.
- Allow extra time for completion of work.
- Limit the number of questions to ensure the task is appropriate for their level.
- Use hands-on activities.
Process
Also known as the "how" of teaching. By differentiating the instruction and modifying how students complete tasks allows multiple ways for students to process information. Some examples include:
- Students with Down syndrome are often visual learners, therefore it is important to include visual props when teaching a lesson such as posters or diagrams. This includes increasing the use of pictures, physical objects and using a projector or SmartBoard to provide visual cues. For free visual aids for learning go to Visual Aids for Learning.
- Developing reading can include using large colourful books, flashcards to learn sight words, using work/picture memory games,
- Allow the student to act out math word problems.
- Use concrete materials to grasp concepts and help with problem solving.
- Use computer games as a visual stimulus.
- Use Bloom's Taxonomy to develop critical thinkers. Visit Bloom's Taxonomy Resources for helpful hints.
- Use peer-mediated learning which involves students helping each other learn. This can include peer tutoring and cooperative learning.
Product
The product is the end result, it reflects what the student has understood. Allowing the student choice to demonstrate learning or providing a variety of ways that match the students strengths or abilities. Some examples include:
- Allowing the student to give an oral test or use a computer.
Environment
The learning environment is where students learn, it is the physical and emotional space where students should feel that they belong. Some examples include:
- Ensuring all students feel that they belong and are valued in the classroom.
- Students who suffer from hearing loss should be placed closest to the teacher.
- Provide pencil grips to ensure students have a proper grasp of writing utensils.
- Have an area that is free from distraction.