5.+RAFT+-+Adaptations

** Adaption and Modifications of the RAFT Technique **  The RAFT technique is used to explore the creative outlets for school aged children. Generally the technique is a written assignment and students are given their pre-determined Roles, Audiences, Formats, and Topics on a piece of paper.Combining choice and variety, flexible grouping, flexible pacing, different tools, and options, lets students of all abilities explore concepts, particularly the R.A.F.T. model, in a variety of ways (Making a Difference, 2009). However, due to exceptionalities that students may have, there are ways to differentiate this technique to fit all kinds of learning needs.

 ** For students who have: **

**__Autism__**__:__ Children with autistic tendencies should be given a lot of differentiation while working on their RAFT assignments. Focusing on particular interests and strengths and allowing them to present in non-formal modes will create success and self-assurance.


 * __ADHD__**__:__ For this exceptionality, teachers can select an area of expertise for the student and develop the RAFT model focusing on their key interests. Words can also be accompanied by pictures, so for example, if the Role is a police officer, a picture of a police officer can be placed beside the words.  Also, if student has some strengths in writing, using the RAFT model might be good for meeting other curriculum general learning outcomes, not just language arts' (Making A Difference, 2009). RAFTs work well for students who have ADHD because these students learn best "in contexts where they can control the pace of their learning experiences" and RAFTs enable the, to do this (Armstrong, 2000, p. 9). 

**__Gifted__**__:__ By giving children with this exceptionality a more sophisticated Role, Audience, Format and Topic, they will be able to expand their ideas and creativity. For example a Format that would take on a more rigorous side, would be to have the students create a website, instead of something like a letter or journal. The Format would be that of a formal document.


 * __Mild Developmental Disability__**__:__ Pictures, music, facial and oral cues can help students with mild developmental disabilities understand and create their RAFT assignments. Students would not have to write down their ideas, they could work with a teacher explaining their ideas, or acting out how they would feel and how they would behave in front of a certain audience.


 * __Severe Developmental Disability:__** Students with this exceptionality can be given their RAFT assignment through a number of different means. Teacher should assess their strengths and find a suitable way that the students can complete the assignment with confidence. If students have a particular interest, the RAFT could be focused on that topic. Also, pictures, oral cues, scaffolding, and group work. You may also differentiate this strategy for exceptional learners by allowing for or controlling the choices for any of the R.A.F.T. elements. For instance, you may have the students choose a role and the audience but you choose the format and topic. This might be good for students with cognitive disabilities because it can reduce stress, and is more time efficient (“Learning,” 2010).

**__Vision Impairments:__** Technology, group work, oral work, and partnerships would help students with vision impairments.