Quantity 1
Adapt the number of items that the learner is expected to learn or complete.
Reduce the number of social studies terms a learner must learn at any one time.
Time 1
Adapt the time allotted for learning, task completion, or testing.
Individualize a timeline for completing a task; pace learning differently (increase or decrease) for some learners.
Level of Support 1
Increase the amount of personal assistance with a specific learner(s).
Assign peer buddies, teaching assistants, peer tutors, or cross-age tutors
Input 1
Adapt the way instruction is delivered to the learner.
Use different visual aids, enlarge text, plan more concrete examples, provide hands-on activities, place students in cooperative groups.
Difficulty 2
Adapt the skill level, problem type, or the rules on how the learner may approach the work.
Allow the use of a calculator to figure math problems; simplify task directions; change rules to accommodate learner needs.
Output 1
Adapt how the student can respond to instruction.
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 1
Adapt the extent to which the learner is actively involved in the task.
In geography, have a student hold the globe, while others point out locations.
Alternate Goals 2
Adapt the goals or outcome expectations while using the same materials.
In social studies, expect a student to be able to locate just the states while others learn to locate capitals as well.
Substitute Curriculum 2
Provide different instruction and materials to meet the learner's individual goals.
During a language test one student is learning computer skills in the computer lab.
Grades based on above Adaptation Plan
Rationale/Evidence for Adaptation Plan
(Processing Disorder, Language Barriers, 504 Plan, Emotional/Behavioral, etc. Adapted from Diana Browning Wright)