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| ADAPT, Project. A comprehensive, replicable service delivery model for secondary and postsecondary learning disabled students ages 12 through 21. The project increases the number of students receiving full-time service in the educational mainstream, reduces the dropout rate of learning students, and improves improves their basic academic skills. |
Audience Approved by PEP for secondary learning disabled (LD) students (grades 6-12) and learning disabled adults in postsecondary vocational education programs.
Description Project ADAPT augments a school's existing LD service delivery system, improving the structure by increasing knowledge, skills, awareness, communication, and coordination. Central to the program is the concept of producing student outcomes through two key elements: changing the way teachers teach (Teacher ADAPTation) and changing the way students learn (Student ADAPTation). A two-day training for resource room personnel, a team of content area teachers, and support staff is the initial activity. The returning team works to modify existing structural and attitudinal barriers.
Three key areas for teacher adaptation are utilized: teaching skills, curricula and materials, and collaboration. The project training process instructs teachers in using alternative organization, management, presentation, practice, and assessment techniques to adapt the regular classroom environment for the LD student. All teachers learn to assess both their curricula and their teaching materials for appropriateness.
Student adaptation is in the domain of the resource teacher. The two program components focus directly upon the needs of secondary and postsecondary LD students: re-teaching and adaptive skill instruction. The goals are to remediate basic skill deficiencies and to equip learners with skills that will transfer to the regular classroom and the world of work.
Evidence of Effectiveness Twenty-two percent of learning disabled students were mainstreamed on a full-time basis after one year in the project; 43 percent after two years (national mainstreaming rate is 15 percent). Fewer than five percent of LD students dropped out of school (national rate for LD student is 38 percent). LD students in the program achieved greater than expected gains in basic academic skills.
Requirements For schools that have an LD program, no special staff are required. Two days of training for the core group are required. The major prerequisite is a moderate level of staff commitment. Minimal equipment and supplemental materials for students are suggested.
Costs The costs for adopting the project are travel, lodging, and per diem for one trainer during the two-day training, training manual ($25.00) for each participant, and a training fee (to be negotiated).
Services Awareness materials are available at no cost. The project staff is available for awareness sessions (costs to be negotiated). Implementation and follow-up services are available to adopters (costs to be negotiated). Statistical analysis of evaluation data is provided to all school districts submitting pre-posttests scores.
Developmental Funding: Title VI-G Child Service Demonstration Center, state, and Office of Special Education and Postsecondary Demonstration Projects.
PEP No. 90-06 (2/9/90)
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[INSITE Model]