Alternative Instruction

Alternative instruction can include any modification or enhancement to traditional methods of instruction. These may include special tutoring, altering grouping arrangements, changing the lesson format or making use of electronic media.

Determining what alternative type of instruction is relevant for each student will involve a team process. A team of staff, knowledgeable of the student, should compile information on the student. This information might include examples of past and present school work, observations of the student in the classroom, examination of any medications the student might be taking, or interviews with the student and staff. Once information has been collected the team can analyze this information to try and identify the student's needs or difficulties. Adaptions or modifications can be suggested and implemented. Once these modifications are implemented they should be monitored by the staff to see if the student is making progress.

Alternative instruction will involve an examination of five interrelated areas that effect learning. These include: student characteristics, instruction, the environment, materials and the curriculum. It is essential that we examine each of these five areas to determine how they impact on or interfere with learning. It is important to identify which of these five factors may be interfering with learning. When making changes it is critical that staff only change one of these at a time so that it can be evaluated.

Students with disabilities bring a wide range of individual differences to the classroom. It is important to look at each student individually and to consider the type and severity of their exceptionality. Student characteristics involve the Who of teaching and learning and are presented here across eight specific disability categories. In addition it is important to consider the severity or seriousness of each exceptionality. The more severe the disability the greater the need for alternative instruction. Factors to consider when planning for alternative instruction include the persistence of the problem, child motivation, speed of progress in other school lessons, relationship with teachers or staff and any previous attempts to modify or adapt instruction.

Students with learning disabilities will show difficulty in reading, writing or math. These students may also experience perceptual motor difficulties, miss subtle social cues and display impulsiveness or distractibility. These students will experience difficulty with Metacognitive abilities. These include the ability to have all the resources necessary to perform a task, plan what they are to do, get started, and complete the task.

There are many causes of mental retardation (MR) including conditions such as Down's Syndrome, Fragile X, Fetal Alcohol Syndrome, and prenatal substance exposure. Though children with specific forms of MR can have individual differences in development, there are certain characteristics that they tend to have in common. Children with mental retardation typically show deficits in language acquisition and use, sustained and selective attention, motivation, generalization and adaptive behaviors (i.e. grooming, self-care or social skills). The learning and/or behavior problems demonstrated by these children is also dependent on the degree of severity of the mental retardation (mild, moderate, or severe). The majority of students in the schools are classified as mildly retarded and can be very successful in inclusion programs. It is important to consider the developmental age of the children rather than their chronological age when looking at their learning and behavior.

General characteristics common to children with autism include deficits in language acquisition and use, deficits in social and emotional development and an insistence on routine or "sameness." The child may respond negatively to cuddling or touching, fail to make eye contact and connect with caregivers, display unusual repetitive body movements like rocking or flapping their hands, or fail to exhibit the creative play behavior of peers the same age. Alternative forms of communication are often needed with children whose autism is more severe. These children need a consistent environment, routine, picture schedules and frequent reinforcement. skills are normal but they will show problems with motor development and delays in social and emotional development. Children with Asperger Syndrome will have difficulty with social communication, that is, communicating with other people in socially. Even when language production seems normal, the appropriate use of language in social contexts and for social purposes is often "out of sync." They can be very rigid, perseverate on a topic or interest, have restricted or repetitive patterns of behavior and can have difficulty with changes in routine.

Pervasive developmental disorder (PDD) is a severe pervasive condition that begins in early childhood. It is characterized by abnormal social behaviors, including unusual mannerisms, delays in speech and language and often includes stereotyped or preservative behaviors. Asperger Syndrome is one of the most common examples of PDD. Children with Asperger Syndrome have characteristics similar to those found in Autism.

Children with Attention Deficit and Attention Deficit Hyperactive Disorder (ADD/ADHD)

Attention Deficit Disorder (ADD) and Attention Deficit Hyperactive Disorder (ADHD) are two related, but distinct, disorders which can be seen among children. Inattention is common among children with ADD while impulsiveness and hyperactive are more common in children with ADHD. Children will shows symptoms of these conditions in school, home, and playground settings. However, the symptoms are not as pronounced when children are in structured settings with consistent adult attention.

Children identified as BD can fall into one of two broad classifications: (a) externalizers, children who direct their behavior outward, or (b) internalizers, children who direct their behavior within themselves. Children who are externalizers usually are seen as being aggressive or noncompliant, while children who are internalizers display anxiety problems. Children who have the internalizing form of BD may be withdrawn. The aggressive children are the easiest to identify because the problems "stand out". Children with anxiety disorders may just be thought of as being shy and hence not receive the special services they need. Physical, emotional or sexual abuse and neglect may also be seen among these children and may be a primary cause of their emotional or behavior disorders. Children experiencing abuse and/or neglect need to be treated very carefully and punishment should be used sparingly, if at all.

Language disorders are one of the most common reasons why children receive special services. There are a wide range of language and/or speech disorders including articulation and fluency disorders. These children will show delays in the acquisition and use of speech and language. Language impairments can include problems with the form of language (phonics, morphemes, syntax), content of language (semantics) or function of language (pragmatics).

Hearing Impairments are also included in this category because the types of difficulties experienced by these children are similar to those with speech/language problems. One of the biggest barriers faced by children with hearing impairments is communicating with other children and adults. These children will be able to complete academic tasks with support and assistance.

There are a wide variety of physical and health impairments that can effect children. These can include cerebral palsy (CP), spina bifida, muscular dystrophy, juvenile rheumatoid arthritis, diabetes, or epilepsy. These tend to be highly visible conditions as the physical limitations often require children to need braces, wheelchairs or walkers.

These impairments make it difficult for children to control their voluntary motor movements, hence moving around will be difficult and challenging. Intelligence is not effected by these conditions, though children will have had fewer opportunities to "act" on things in their environment. Augmentative communication systems may be needed for children who have trouble speaking. Children should be encouraged to be independent in all activities.

Children with visual impairments are those whose visual difficulties are so severe that special materials or supports are needed. Children in this classification can be blind or have visual limitations with some remaining sight. Intelligence is not effected by severe visual impairments, though these children will have had fewer exploratory experiences than typically developing children.


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Instructional considerations include modifications in teaching and involves the How of teaching. Given the learning, behavior or attentional difficulties of students it is often helpful to change the way we teach.


Learning Disabilities:	Mental Retardation:	Emotional or Behavior Disorders:	Speech/Language or Hearing Impairments:
Cooperative learning groups Peer tutoring Teach reading via whole word method rather than phonics as needed Activity-based lessons Graphic organizers Provide concrete examples Provide immediate feedback Learning strategies Simplify directions Mnemonics Reduce the number of problems to be completed Scaffolded instruction Self-management	Emphasis on functional job-related skills. Task analysis Peer tutoring Activity-based lessons Provide concrete examples Use reward systems such as token economies Simplify directions Put an emphasis on teaching generalization One-to-one instruction Emphasis on readiness skills Reduce the number of problems to be completed	Flexible scheduling Reward appropriate social behaviors Cooperative learning groups Provide games and simulations Role playing Provide immediate feedback Simplify directions Behavior management plans Use reward systems such as token economies Emphasis on conflict resolution strategies Provide means for sharing feelings and emotions Provide a calm down strategy for stressful times.	Cooperative learning groups Activity-based lessons Provide concrete examples Provide immediate feedback Simplify directions Graphic organizers Use modern technologies - hearing aids, teletypewriters, computer programs
Autism or PDD:	ADD/ADHD:	Physical Impairments or Health Impaired:	Visual Impairments:
Picture schedules Peer tutoring Provide concrete examples Simplify directions Graphic organizers Reduce the number of problems to be completed Use reward systems such as token economies Be sure each student has a communication system that can be used consistently across environments Provide a calm-down strategy for stressful times.	Flexible scheduling Checklists of tasks to be completed Cooperative learning groups Activity-based lessons Provide immediate feedback Reduce the number of problems to be completed Simplify directions Graphic organizers Use reward systems such as token economies	Simplify directions Graphic organizers Provide extra time to complete tasks	Put an emphasis on auditory instruction


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The environment in which we teach is the Where of instruction and learning. It is advisable to examine the environment in which we are teaching to determine what variables might be enhancing or interfering with learning. The following are considerations for altering the environment in which children are taught.


Learning Disabilities:	Mental Retardation:	Emotional or Behavior Disorders:	Speech/Language or Hearing Impairments:
Small group instruction One-to One instruction Limit distractions	Structured setting Study carrels Small group instruction Limit distractions	Coordinated services with other agencies such as mental health or juvenile justice. Alternative settings	Positioned to see the teacher easily Small group instruction Limit noise distractions
Autism or PDD:	ADD/ADHD:	Physical Impairments or Health Impaired:	Visual Impairments:
Picture schedules Small group instruction Supportive environment Limit distractions	Structured classrooms with four walls and limited distractions. Study carrels Small group instruction	Emphasis on physical support and positioning Wide isles for easy movement around the room. Adjustable tables Adapted equipment such as standing tables, prone boards or corner chairs Additional space and access to materials	Adequate lighting with good contrast (white on black or black on white) Shorten the distance between the eyes and the reading material. Be alert to the unpredictable movements of other students


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Instructional materials are used as the With What of instruction and learning. The materials used need to be appropriate to the curriculum, the type of instruction and the learning and attention challenges these students bring to the learning setting. The ways in which we adapt specific materials will be dependent on the type and severity of the disability.


Learning Disabilities:	Mental Retardation:	Emotional or Behavior Disorders:	Speech/Language or Hearing Impairments:
Highlight important information or directions Change the type of response required Avoid materials that are too "busy" Reduce the number of problems to be completed Word processing programs for writing	Change the type of response required Avoid materials that are too "busy" Reduce the number of problems to be completed Word processing programs for writing Use overhead projectors	Word processing programs for writing Books for bibliotherapy Be alert to what is in the environment that can be used a weapon	Emphasis on visual materials - handouts, outlines Use modern technologies - hearing aids, teletypewriters, computer programs Word processing programs for writing Use overhead projectors
Autism or PDD:	ADD/ADHD:	Physical or Health Impairments:	Visual Impairments:
Picture schedules Change the type of response required Reduce the number of problems to be completed Provide access to computers Word processing programs for writing	Highlight important information or directions Change the type of response required Reduce the number of problems to be completed Word processing programs for writing Use overhead projectors	Change the type of response required Provide adapted technology to input information into computers Word processing programs for writing Access state technology resource centers	Large print materials Provide adapted technology such as speech production in software or braille printers Focus on auditory materials such as tape recorders Talking word processing programs for writing


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The curriculum we teach is the What of instruction. What we teach children is dependent on what is considered to be important on national, state and local levels. The majority of students with exceptionalities will progress through the regular curriculum with some modifications and support. Students with more pronounced disabilities will require alterations to the curriculum. One important curriculum decision at a high school level involves directing students to a vocational/functional curriculum or a college focused curriculum.


Learning Disabilities:	Mental Retardation:	Emotional or Behavior Disorders:	Speech/Language or Hearing Impairments:
Transition into an alternative setting Focus on age appropriate academics Provide extra time and assistance in problem areas	Functional curriculum suited to the student's needs Emphasis on daily-living and independent living skills Emphasis on job related skills. Emphasis on readiness skills Age appropriate curriculum	Emphasis on social skills Emphasis on emotional awareness Focus on age appropriate academics	Teach sign language to everyone Focus on age appropriate academics
Autism or PDD:	ADD/ADHD:	Physical or Health Impairments:	Visual Impairments:
Emphasis on age appropriate language and social skills	Focus on age appropriate academics Emphasis on social skills Emphasis on self management	Focus on academics Emphasis on daily-living and independent living skills	Focus on academics Focus on orientation and mobility Focus on reading braille Focus on listening skills


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Questions or comments regarding this page should be directed to Michael Rettig at zzrettig@washburn.edu zzrettig@washburn.edu

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