General Education Individual Curriculum Adaptation Plan Nine Types of Curriculum Adaptations

*Quantity
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
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
Increase the amount of personal assistance with a specific learner(s).

Assign peer buddies, teaching assistants, peer tutors, or cross-age tutors

*Input
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
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
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
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
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
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.