7. Modifying Activities to Support Active Engagement Part 2

In part one of Modifying Activities, we saw examples of how four different types of modifications help promote participation and engagement.

In this video, we’ll look at some tools to help determine which children in your program would benefit from modifications. We’ll also share strategies for talking with a group of children about these supports—since many kids will be curious about them. Let’s get started!

We start with the “child participation evaluation form,” which is available in the resources section. This guides teams in examining the expectations for children during each part of the day, and then considering what additional support a child might need. We often have different ideas for how children should participate during activities such as meal times, transitions, circle, etc. It is important to clarify these as a team so we can be consistent with expectations.

Jen starts by writing down the activities in the daily routine—transitions, free choice, circle time, small group, snack time, and others.

Then, Jen and Luis clarify the expectations for everyone during each activity. They agree that during circle time kids should sit on their mat and participate in songs, games, stories, and math activities.

Then, they discuss how Elaine is doing during each activity—is she independent or does she need help? They reflect that recess and free choice are going pretty well, but note that Elaine often needs support during transitions, small group, and circle time.

They add their specific concerns—at circle, Elaine has a hard time staying on her mat, participating in activities without music, and sometimes touches her friends without their consent.

At small group, she struggles to keep materials to herself and often grabs things from other kids.

Now they are ready to start brainstorming modifications to help support Elaine.

Tools for Modifications: Modification Worksheet

Then, Jen and Luis use the “modification worksheet” to plan the specific supports for Elaine during transitions, small group, and circle time. Let’s look more closely at transitions. Currently, Elaine doesn’t know where to stand in line and often stands too close to other children or wanders away from the group. Teachers wonder if using tape to make a straight line on the floor would help Elaine know exactly where to stand.

With this modification, the only thing they need is painter’s tape—which they already have!

With the tape in place, Jen and Luis plan to observe how transitions go for Elaine over the next week. They’ll know if this is working if Elaine can stay in line with her friends.

As Jen and Luis think about other modifications that might help Elaine, Luis wonders, “Is it fair to do something different for one kid in the class, but not everyone? If we try other things, like giving Elaine a special chair at circle, will other kids want one too?”

This question comes up often when we talk about curriculum modifications! At the Haring Center, we believe that inclusive settings provide the support everyone needs to be successful. We all have different strengths and areas of need, and we can all use a little help once in a while.

Let’s think about this in terms of equity—modifications are equitable, not equal. Not every child needs the same type of help.

You may have seen this image of three people watching a baseball game. In the image on the left, each person is given an equal-sized block to stand on. But this modification isn’t successful because it doesn’t allow everyone to see the game—the shortest person isn’t able to see over the fence, and the tallest person doesn’t need the block. When everyone gets the same help, it doesn’t mean everyone ends up with the same results. On the right, we see an equitable example. Each person has the support they need to view the game. One person needs one block to stand on, another needs two blocks, and the third doesn’t need any blocks. They aren’t given the exact same thing, but instead have what they need to accomplish their goal—in this case, watching the baseball game. Modifications are a way to provide equitable support for all learners so each child can meaningfully participate.

Once Jen and Luis implemented Elaine’s modifications in the classroom, a few children wondered why some kids got special seats at circle—they wanted them too! Jen and Luis saw this as an opportunity to have a conversation with the whole class.

Of course, it is natural for kids to be curious about peers’ modifications, and this curiosity is a fantastic way to introduce the concept that everyone has different strengths and needs. At circle, Jen introduced this by saying, “We all have things we are good at, and things we are working on. I am really good at reading, but not very good at drawing. I know that some kids here are really good at taking turns or knowing the letters of the alphabet, and other kids are learning to write their name or tie their shoes. We’re always learning different things and we all need different kinds of help. Sometimes, this is a certain chair or a picture to help us remember things.”

Conversations about modifications are an important part of inclusive programs, and a great way to help all children understand that inclusion and equity are all about getting what you need to participate.

Sometimes, teachers are concerned that modifications will be a distraction to other children. Will using modifications like fidget toys or special seats distract kids from other things they should be focusing on?

Jen and Luis realized that when Elaine was not participating, or was touching her friends without their consent, this was far more distracting than the modifications were.

The goal of modifications is to help children meaningfully and independently engage in activities, and reduce the amount of adult support they need. If children seem distracted by others’ modifications, simply remind them that in this space, everyone gets what they need to participate.

Modifications are an important part of inclusive and equitable programs, but we must be intentional about how we use them—the “child participation evaluation form” and the “modification worksheet” are great ways to start. And, we can expect that other children may be curious about these. There might even be adults in our program who question them.

Welcome these questions as an opportunity to teach about equity and inclusion.

So, what does this mean for your program? How could you introduce modifications? And how could you use them to support a specific learner?