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TYPES of Adaptations
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Begin Date
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Description / Notes / Comments
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End Date/
Current Status |
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Quantity: Adapt the number of
items that the
student is expected to learn or complete
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Reduce number of
concepts or ideas a student must learn at any one time. |
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Reduce items required to complete
on tests
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Reduce homework
assignments |
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Present
assignments one at a time |
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Break large
assignments into smaller segments |
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Emphasize accuracy
over production |
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Reduce number of
test items on a page |
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Ignore
spelling/grammar errors when content is evaluated |
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TIME: Adapt the time allotted and
allowed for
Learning, task completion, or testing.
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Increase amount of
time allowed to complete assignments |
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Increase amount of
time allowed to complete tests |
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Give student
specific time frames to complete small segments of a given task with
frequent feedback |
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Alter the pacing
of instruction |
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Space practice and
drill sessions over time |
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Level of Support: Increase
amount of 1:1
Assistance to the student
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Utilize “study
buddy” |
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Assign peer tutors |
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Utilize teaching
assistant |
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Access cross-age
tutors |
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Have tests read to
student |
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Test sent home for
parent help |
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Assignments sent
home for parent help |
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Parent call to
check on student progress |
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Parent provide
transportation for after-school tutoring |
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Parent check and
sign agenda book |
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Parent check
school bag & turn in completed assignments to teacher(s) |
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Input: Adapt the way
instruction is
delivered to the student.
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Break assignments into smaller
segments
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Increase use of concrete examples
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Provide overview of lesson prior
to teaching
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Increase review of lessons taught
BEFORE introducing new ideas
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Highlight important concepts
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Monitor rate in which material is
presented
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Increase variety of teaching
methods (visual/tactile)
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Provide clear/concise instructions
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Provide teacher notes/audio
cassettes of lessons for review
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Increase frequency of feedback
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Daily/Weekly assignment book
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Check for student
understanding |
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Monitor student’s
assignment book for accuracy |
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Difficulty: Adapt the
skill level, problem
type, or the rules on how the
student
may approach the work.
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Allow use of a
calculator to figure math problems |
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Simplify
vocabulary for assignments / tests |
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Grade ONLY Items Completed
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Grade
Satisfactory/Unsatisfactory |
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Provide a grade
for EFFORT |
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Grade based on
IMPROVEMENT |
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Utilize Competency
Checklist |
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Vary Grading
Weights for tests/homework |
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Use Pass/Fail or
Credit/No Credit Options |
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Output: Adapt how the
student can
respond to instruction.
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Allow student to
give answers orally |
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Allow use of
book/notes for testing |
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Take tests in
Resource Room |
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Allow student to
show knowledge using hands-on materials/activities |
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Provide a
note-taker |
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Provide a copy of
teacher notes |
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Utilize
alternative projects |
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Use Taped Books |
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Use Alpha Smart or
other technology device |
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Participation: Adapt the
extent to which a
learner is actively involved in
the task.
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Increase active
responding |
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Utilize a study
carrel |
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Allow student to
be a “helper” for large projects |
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Alternate Goals: Adapt the
goals or
outcome expectations while
using the
same materials.
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Decrease amount
student is expected to learn |
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Utilize a “goals”
checklist |
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Accommodations for Students with Behavioral Problems
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Utilize Clearly Defined
Rules/Expectations
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Increase Structure |
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Increase
Monitoring of Behaviors |
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Clear Consequences
for Behavior |
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Increase Level of
Proximity Control |
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Increase level of
praise for appropriate behaviors |
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Write a Behavior
Contract |
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