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PROGRAM ADAPTATIONS, MODIFICATIONS AND INTERVENTIONS FOR INCLUSION


Only after refelecting on the observations, assessements and conversations with all parties involved in the child's life, can we begin to work to create goals and modifications to support developmental growth.  It is important to have many different views of a child and program before creating modifications and adaptations in order to ensure an optimal outcome for the child.

In my own professional practice, I find that when you provide adaptations to a learning environment to support children in self-regulatory practices, a number of concerns are diminished. These are tier one supports that have been normalized in my classroom to support all the children. When creating service plans for children, I believe that we need to be curious about the child, how they learn and where they are developmentally. I make a concerted effort to use labels and behaviours as lenses to see the child through and I build my supports around each child individually. 

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