Adaptation is the act of making changes in the teaching process, assessment process, instructional materials, or student products. These include, but are not limited to, changes to the physical environment, social environment, presentations, tests and assessments, assignments and projects, organizational supports, time required to achieve provincial outcomes. Adaptations are used when students with exceptional learning needs are able to meet the same learning outcomes as their peers, through adaptations such as those listed above.
Students who have exceptional needs may benefit from participating in the learning opportunities offered in grades 9 to grade 12 courses. If students have significant cognitive disabilities that do not allow them to meet the Manitoba curriculum outcomes, even with supports, the school team determines that these students’ courses will be modified and they will receive a Modified (M) course designation. It is important that students and parents are included in this decision. The (M) course designation is applied on an individual course basis to those courses developed or approved by Manitoba Education and Early Childhood Learning. Modification means that the number or content of the Manitoba curriculum outcomes are changed to meet a student’s cognitive learning needs. Modifications need to be outlined in an IEP and identified on a student’s report card. Students in Grade 9 to Grade 12 receive a percentage mark according to their achievement of the modified curriculum.
For more information, see Towards Inclusion: A Handbook for Modified Course Designation, Senior 1-4 at: https://www.edu.gov.mb.ca/k12/specedu/modified/index.html.
Some students’ cognitive disabilities are so severe that they require learning outcomes that are individualized and different than the Manitoba curricular outcomes. These students need appropriate educational programming based on highly individualized and, functional student-specific outcomes within age-appropriate school and community environments. A team that includes parents makes the decision to provide individualized programming based on the student’s cognitive ability. The student’s specific outcomes or goals should be outlined in an IEP. Students receiving an individualized programming designation in high school do not use Manitoba Education and Early Childhood Learning curriculum. Individualized programming often includes vocational and transition planning for life after school. The Individualized (I) programming designation is not course specific but identifi es a full year of individualized programming. Students do not receive marks; their progress is documented through the IEP process.
Note: students can participate in the modified course designations (M) or individualized designations (I), but not both.
For additional information on individualized programming, see Towards Inclusion: A Handbook for Individualized (I) Programming Designation, Senior Years at: www.edu.gov.mb.ca/k12/specedu/individu/index.html.