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Unit: The unit that I have decided to adapt is a 2nd Grade Social Studies content unit that focuses on Working Together in the Community. It has 5 lessons within the unit that include the following: It begins with the goal of choosing goods and services, then moves on to learning about services in our community, followed by the knowledge of how goods move from the factory to consumer, then there is a lesson on how a trip to the bank is completed, and concludes with how countries trade and move goods.

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Grade Level: 2nd  | Author: Scott Foresman |
Publication: Pearson Education Inc. (2003)
Goal: The overall goal of the unit is for students to gain an idea of how members in a community work together to provide goods and services that can be created, distributed, purchased and utilized in a beneficial way. |
Outcome: The outcome of it is for students to have the knowledge to utilize goods and services and to be aware of these goods and services come to be.
State Standards: SS.EC.3.2 Compare the goods and services that people in the local community produce and those that are produced in other communities.

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Each Highlighted word indicates the vocabulary words that were focused on during the lesson.
Lesson Plan 1: Choosing Goods and Services |The objective for this lesson is for students to explain how working provides an income to assist in purchasing goods and services. Students will also learn about how to earn, spend, and save money.

Lesson Plan 2: Services in Our Community | Students will identify people who work to provide services in their communities and identify some governmental services that are found within the community. Tax is the key vocabulary term in this lesson for students to become knowledgeable on.

Lesson Plan 3: Goods From the Factory to You | Students will know the difference between producing and consuming and identify why people are both producers and consumers. They will also learn how to sequence the steps from how a product is developed from is natural resource to its final product. Factory is the key vocabulary word that students will learn about from this lesson.

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*Workbook Pages Indicated at the Beginning of Each Lesson: These pages were lengthy pages that had readings, activities, and assessments within them

*Vocabulary Note-Cards: The notecards were not previously made for the students, therefore each student would need to write and draw each of the vocabulary words taught on their own.

*Paper and Crayons for Learning Activities(creating a map, drawing vocabulary words, constructing paper hats to represent services): The learning activities within the unit included students constructing their own representatives of content taught, which would be difficult for students with Moderate to Severe disabilities to physically complete if they did have a physical impairment.

*Anchor Chart Sheets-Creating a visual representation of concepts, vocabulary, and demonstration of services learned about

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Below is an assessment page from the workbook students were expected to use. As it can be seen, the descriptions of the vocabulary words were lengthy for students with Moderate-Severe disabilities, therefore the materials would need to be adapted.

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Vocabulary Note-Cards that are pre-made for the students

Velcro Boards and Pieces for the use of manipulatives and vocabulary words

IPad Device used for communication and completion of guided/independent practice

Sensory Item-Squishy ball

Graphic Organizers

Picture Supports

Toys used as manipulatives

High-Tech representation videos

Interactive worksheets that are prepared ahead of time

Text-Speech Devices

Prepared velcro pieces for independent practice

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The purpose for adapting this lesson is for students who have moderate-severe disabilities to fulfill the UDL model of instruction. By having the opportunity to have multiple means of representation, action and expression, and engagement is to provide them with access to the general curriculum while fitting their particular needs. The unit will be adapted to create access for those with physical disabilities for those disabilities such as with Cerebral Palsy, communication needs for those with speech/language impairments, behavior measures for those who have intervention plans and sensory supports, and those who have cognitive disabilities requiring them to need memory tools and an altered approach to learning. By adapting the unit to fit these needs, the students will have access to the general curriculum as any student will as barriers are broken that may have originally been in place.

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The UDL model of teaching is justified by the use of fitting the needs of all students to learn the basic curriculum being used. With the UDL model, there are four components that should be integrated into the use of providing multiple means of representation, action and express, and engagement. These four different components begin by a set of goals that are created for each individual student. These goals are aligned with the state standards and the skills that the student holds. The goals are created to meet the state standards while abiding by the students own skill-set and capability(Ralabate 2011). With the use of the goals being taken into account, a curriculum as the one being used can be adapted to fit the needs of every student when a reachable goal has been set.

The second component of the UDL model that is represented in the adaption of the lesson is creating methods that are flexible and adjusted depending on the students progress and current learning ability. Methods are usually completed with the use of monitoring for the student, and must be researched based to be beneficial. This component supports strategies for student learning(2011).

The next component of the UDL model is discusses the accommodating materials that should be used. Whether these materials are high or low tech, there should be multiple options provided to the students depending on the student. While being embedded into the supports that are used, materials that justify the UDL model while adapting a lesson need to be placed dependent on the students needs(2011). Therefore, the lessons being adapted hold materials that are thoughtfully used with the students needs in mind.

The final component that serves as justification for the adaption of the unit is the assessments performed. By measuring a students skills, knowledge, and behavior consistency creates validity over time to adjust any areas that are needed to create a beneficial lesson. By eliminating irrelevant and distracting content for the student, the lessons that are created as in the unit being adapted will reach the student in the best way possible for them(2011).

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The following outlines the main goal of the first adapted lesson of the unit:
Learning Goal: Students will be able to explain the difference between a good and service.
Below is the link that provides access to the adapted lesson that was created:
https://docs.google.com/document/d/1oa9UOOsUDQHTpUxw0kJWY-PxtZ-m9ixu7LyqHU2sqNI/edit
Below is the High-Tech device that was integrated into the lesson:

High Tech Device: The students who have a communication disability will use their IPads to text out there answers or responses, and then broadcast what was typed out to the rest of the class.
Listed below are the Self-Determination Components that were emphasized in the lesson created:

Self-Determination Components(3):
1) Students will first be asked what types of purchases they, or their family, have made recently. This will create a self-determination factor to learn more about how these purchases affect something new to learn. By becoming self-determined towards the concept of making purchases, students will be able to connect more to a functional need that they can use in the future independently. 2) The students will actively participate one by one through each component of the lesson by being placed in a circle set up. This will help them to become determined to participate and express their thoughts. The determination to participate will increase their social skills as well as communication. Problem-solving is a key feature of self-determination that is being worked on for each student during the lesson. As they all work together to achieve a common goal of learning what the difference is between a good and service, the students participate in problem solving activities (Tennessee Department of Education n.d.).
3) The students will be determined to create a graphic organizer for themselves through the independent practice that shows their new knowledge of a good and service. By witnessing for themselves the final product that they have created themselves, they will be determined to use this knowledge in the future when making purchases. Leadership skills are being built during this step of the lesson as students create their own type of graphic organizer to assess their new knowledge. In this way, each student is communicating in the same way to advocate what they have learned during the segment(Tennessee Department of Education n.d.). It will also promote their own interests in the future to make their own personal purchases as they had learned about.
The functional skills that were worked into the adapted lesson are explained below:

Functional Skills Used:

Vocational: The students will learn the difference between purchasing a good and service that they can use in the future to decide what they would want to spend their money on. They may also learn what types of services are present in the world, one of which they may decide to have as an occupation one day.

Social: Students will be placed in a circle throughout the entirely of the lesson. With this, each of them will have time to speak for themselves in whichever means of communication they can independently express through. The have the chance to socialize with their peers during this time and gain an insight into their knowledge and ideas.

Behavioral: Students will be expected to be attentive and participate during the lesson. This expectation of adequate behavior will help them build upon appropriate behavior management which would be expected for a typical student.

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The following outlines the main goal of the first adapted lesson of the unit:
Learning Goal: Students will identify what types of services are in the community.

Below is the link that provides access to the adapted lesson that was created:
https://docs.google.com/document/d/1_1Z_CqQb8mMBYufCmjUdUe_JbjGS3K4lz4TvXvkvrQc/edit
Listed below are the Self-Determination Components that were emphasized in the lesson created:

Self-Determination Components (3):
1) Students will be asked to discuss a service that their family or themselves have used recently. This will promote self-determination by connecting to their own life. They will become determined to find this connection to the content being discussed. By discussing their own traits and experiences, the students are utilizing a component of self-determination which is self-efficacy. Each student is becoming aware of how their choices have an impact of the environment around them(Izzo and Test n.d.)
2) The students will have the chance to choose a service provider to draw a picture about, and how that service provides to the community. This will promote their determination and motivation to express themselves through their own creative ability. With the action and expression portion of the lesson being one that gives students a chance to show their knowledge and creative skills, the students will build upon their own self-determination. As the creative juices flow for the students, they are working on being self-aware of the strengths that they have built, as well as the areas that they need to improve on(Izzo and Test n.d.).
3) During the independent practice, students will complete an interactive worksheet that utilizes their new knowledge and physical capabilities. This will give them the chance to be determined to show their knowledge in a way that is possible for them while using a means of action and expression. Relating back to the effectiveness of self-awareness components, the students are utilizing this feature of self-determination. As they assess their own knowledge of what they have learned, this area of the lesson uses what the students have learned to analyze what areas they have worked on and what areas they still need to build upon(Izzo and Test n.d.)
The functional skills that were worked into the adapted lesson are explained below:
Functional Skills:

Social: The students will be asked to participate with their peers in multiple ways. During this time, they will be expected to listen and collaborate to what is being discussed. By sharing their own knowledge and interests after choosing a service that they want to draw about during the independent practice, they are building on their social skills. If two or more students decided to chose the same service provider, they will collaborate together to create a drawing that represented their ideas.

Behavioral: Students will be expected to listen and be attentive to their peers during the lesson. Behavior intervention plans may be in place for those that have attention and frustrational needs. The environment and seating arrangement will help the students build upon their behavioral skills with the expectations that are set for them. With these expectations, the skills that they are building will help them in the future to act appropriately when working on a common goal with others.

Vocational: The content that the students are learning will help them to build knowledge on possible service type occupations they may work for in the future, or use for themselves. The types of services discussed may be used in the future for functional needs and supports. By having this knowledge of what they provide, the students will be aware of what is beneficial for them to utilize in their community.

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The following outlines the main goal of the first adapted lesson of the unit:
Learning Goal: The students will be able to explain the steps to how a good goes from a factory to a consumer.
Below is the link that provides access to the adapted lesson that was created:
https://docs.google.com/document/d/1ahLPFpwk2Z7R-2WbKzq1qiVQry-zyAlFeyiLawg_wSg/edit
Listed below are the Self-Determination Components that were emphasized in the lesson created:
Self-Determination Components (3):

1. The students will be determined to participate when asked about what they believe a factory is. This will spark their interest of a new environment that they may not know as much about and to learn more about. An important piece of creating self-determination is the creation of individual goals. Appropriate goals to achieve is a key component for student to build on their self-determination which is seen through the students being asked to participate to build upon their current knowledge of what a factory is(Izzo and Test n.d.)

2. An anchor chart will be created with the students. This will give them the self-determination to create it alongside the teacher and see how the finishing project looks or what type of information it holds.

3. The students will complete a walking simulation during the guided practice to show their knowledge. With this interactive activity that will be adapted to fit the needs of all students, they will be determined to work alongside one another to complete reach the same goal. This interactive simulation promotes choice making as well. This feature is a great self-determination feature because it helps the student to feel more independent and confident in their own abilities(Izzo and Test n.d.)

The functional skills that were worked into the adapted lesson are explained below:
Functional Skills:

Social: The students will have the opportunity to contribute ideas as to how a good moves from a factory to a consumer. By explaining each of their answers one by one, the students will build upon their social skills of sharing their knowledge and ideas with others. The students will also participate in a walking simulation based upon the lesson taught. With using accurate social interactions with others during the simulation, the students will build upon the way that they share, approach, and work through an activity with peers.
Behavioral: By students being expected to fairly communicate and listen to their peers during discussion, they will be building upon their appropriate behavioral skills. Each of them will be expected to participate and listen to those that are in the classroom at the time during the introduction. With this, each student will build upon their appropriate behaviors and learn when and when not to speak up. The other way in which students will accurately learn the functional skill of behavior is when they complete the guided practice. By participating in a walking simulation, they will be expected to behavior and not act out during the events. There may be a of of commotion during the activity, which offers each student an opportunity to behave in order to complete the task correctly.

Vocational: The content that is being taught relates to how a good moves from a factory to a consumer. This lesson teaches the functional skill of vocation in the way that students learn about what types of professions are out there that produce, deliver, and sell goods. The students will learn how skills such as working in a factory can produce a good, how a transportation service like a truck can deliver them, and how a store or working at a store can sell goods. This type of vocational skill is helpful for students in the future to analyze a profession that they might want to pursue, as well as how goods are produced in order for them to purchase.

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Below is the modified material that was created for the lesson. Within the unit, students were expected to write about what they had learned using the vocabulary. The modified material that was created was picture supports that have velcro backings for each of the students to use during explicit instruction, guided, and independent practice. Each of the following pictures represent key vocabulary words that they can use to express ideas or complete assignments as directed. In this way, students have access to show what they have learned in a way that is physically, cognitively, and communication based adapted for them. The following picture supports with velcro backings are already created for the students to easily move, which is helpful for those students who have mobility issues. The pictures also have a bright background behind them so the students can visually see the pictures if they were placed on a darker background; this is a great adaptation for students who have visual or cognitive disabilities.

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The Importance of Adaption for Inclusion 

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The Importance of Adaption for Inclusion 

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The video below demonstrates the impact that adapting a classroom. unit, or particular lesson to fit the needs of students with disabilities can have. The students in the classroom show what types of adaptions have been made and the positive effects they play on the student that benefits from them.

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Resources to Continue to Advance Knowledge 

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Resources to Continue to Advance Knowledge 

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1) Ixl

Ixl is an interactive website that can be accessed by students, parents, and teachers to help those with a wide range of disabilities access the basic curriculum. With fun exercises in all areas of math, science, social studies, and language arts, Ixl can learn in an adaptive and motivating way throughout grade levels starting at Pre-K through Senior year of High School.  https://www.ixl.com/

2) Into the Book!

Into the Book! is an engaging reading resource that has an array of literature that can relate well to social studies units. Elementary school aged children with disabilities will benefit more in particular by reading short stories and using the videos that go along with them. There is also an area for educators to create lesson plans, learning guides, and videos to work in this resource during their instruction. http://reading.ecb.org/index.html

3) The Exploratorium

The Exploratorium is a great resource for science and social studies content. It brings the famous San Fransisco Museum to life online. The website visually displays countless articles, illustrations, and artifacts that can be beneficial for students with moderate-severe disabilities to relate better to. With the different activities, blogs, and videos integrated into the site, educators and teachers can use it as a great learning tool. https://www.exploratorium.edu/explore

4) Do2Learn

Do2Learn was created as its own special needs resources for children, adults, and educators. Mainly focused for elementary school aged children, the resource provides worksheets in math, literacy, visual discrimination, behavior management, and so much more! With also building upon social skills, the resource is extremely helpful for parents to work with their children away from the classroom in areas that need extra help, while building upon any social studies concepts that were taught. http://do2learn.com/

5) Arcademic Skill Builders

Arcademic Skill Builders uses online educational games to engage students in all sorts of tricky areas for kids. The games create practice and guidance in subject areas such as social studies and science that may have not been as intriguing to students beforehand, Plus, the resource provides parents and teachers access to tracking a students progress with data-tracking reports. http://www.arcademics.com/

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Arcademics. (2018). Arcademic Skill Builders.

Do2Learn. (2017). Do2Learn.

Educational Communications Board and University of Wisconsin Extension. (2018). Into the Book.

Exploratorium Museum. (2018). Exploratorium.

Foresman, S. (2003). Multimedia Teacher's Edition Grade 2: Social Studies-People and Places.Glenview, IL/US: Pearson Education.

Ixl. (2018). Ixl Learning Inc.

Izzo, M., & Test, D. (n.d.). Teaching Self-Determination Skills to Students With Disabilities.

Ralabate, P. K. (2011, August 30). Universal Design for Learning: Meeting the Needs of All Students. Wisconsin


Tennessee Department of Education. (n.d.). Promoting Self-Determination Among Students With      Disabilities: A Guide for Tennessee Educators.