Nine Types of Adaptations
| Size | Time | Level of Support |
|---|---|---|
| Adapt the number of items that the learner is expected to learn or complete. For example: Reduce the number of social studies terms a learner must learn at any one times. |
Adapt the time allotted and allowed for learning, task completion, or testing. For example: Individualize a timeline for completing a task; pace learning differently (increase or decrease) for some learners. |
Increase the amount of personal assistance with a specific learner. For example: Assign peer buddies, teaching assistants, peer tutors, or cross-age tutors. |
| Input | Difficulty | Output |
| Adapt the way instruction is delivered to the learner. For example: Use different visual aids, plan more concrete examples, provide hands-on activities, place students in cooperative groups. |
Adapt the skill level, problem type, or the rules on how the learner may approach the work. For example: Allow the use of a calculator to figure math problem; simplify task directions; change rules to accommodate learner needs. |
Adapt how the student can respond to instruction. For example: Instead of answering questions in writing, allow a verbal response, use a communication book for some students, allow students to show knowledge with hands-on materials |
| Participation | Alternate | Substitute Curriculum |
| Adapt the extent to which a learner is actively involved in the task. For example: In geography, have a student hold the globe, while others point out locations. |
Adapt the goals or outcome expectations while using the same materials. For example: In social studies, expect a student to be able to locate just the states while others learn to locate capitals as well. |
Provide different instruction and materials to meet a student's individual goals. For example: During a language test, one student is learning computer skills in the computer lab. |
from Adapting Curriculum and Instruction in Inclusive Classrooms: A Teacher's Desk Reference, by Deschenes, C., Ebeling, D., and Sprague, J., 1994.
Prepared by the Renaissance Group