Any student working on learning standards at any grade or course level may be supported using adaptations. Adaptations are teaching and assessment strategies used by teachers to allow all students the opportunity to demonstrate mastery of concepts and achieve the learning standards.

Adaptations may include alternate formats for resources, instructional strategies and/or assessment procedures.

Some examples of adaptations include:

  • different teaching strategies such as visual cues and/or breaking tasks into smaller parts;
  • different ways of demonstrating learning such as oral exams, visual representation and/or extra time for assignments and tests;
  • different formats for resources to enable students to receive information, such as Braille and/or text-to-speech software;
  • having written instructions for assignments broken down into steps;
  • using technology (laptop / tablet) for writing assignments.
Adaptations are described by the Special Education Services: A Manual of Policies, Procedures and Guidelines as: 鈥淭eaching and assessment strategies especially designed to accommodate a student鈥檚 needs so he or she can achieve the learning outcomes / standards of the subject or course and to demonstrate proficiency of concepts.鈥

This resource is available at:

Adaptations for Ministry Assessments: Foundation Skills Assessment (FSA), Graduation Literacy Assessment and Graduation Numeracy Assessment:

  • Students with a designation/IEP can access all adaptations as indicated in their IEP.
  • Students without a designation/IEP who receive regular adaptations in the classroom (e.g., more time on tests, consistent use of a calculator, or a smaller setting for assessments) are eligible for these same adaptations on any Ministry assessment, if these adaptations are recorded on the Report Card in the English Language Arts and/or Math comments.

Students receiving adaptations are working towards the same Dogwood Graduation Certificate as their peers. A Dogwood Graduation Certificate recognizes the successful completion of the BC curriculum.

Modified Program

The decision for a student to be on a modified program will take place in their Grade 10 year. Parents will be consulted prior to their child being on a modified program.

Individual Education Plan goals in earlier years can lead towards a modified program.

Students on a modified program will receive an Evergreen Certificate when they leave high school. The Evergreen Certificate is not a graduation credential. It represents the completion of personal learning goals outlined in their IEP.

Modified programming is for students whose special needs are such that they are unable to access the learning standards of the curriculum:

  • students with limited awareness of their surroundings;
  • students with fragile mental/physical health;
  • students who are medically and cognitively

A student鈥檚 program cannot be modified without consultation with parents or guardians.

A modified program is described by the Special Education Services: A Manual of Policies, Procedures and Guidelines as one where: 鈥淚nstructional and assessment-related decisions are made to address a student鈥檚 educational needs that consist of individualized learning goals as opposed to provincial learning outcomes.鈥

If your child is on a modified program, they are assessed in relation to the goals and objectives established in their Individual Education Plan (IEP). Some students spend an extra year in public school to complete the goals in their IEP.

Parent Guide to Inclusive Education, Navigation

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