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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. |
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