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    Ninetypesof Adaptations

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    Jezzamine Santos
    This document outlines nine types of curriculum adaptations that can be made for students including: 1. Adapting the quantity or number of items/activities expected of students. 2. Adapting the time allotted for learning, tasks, or testing. 3. Increasing the level of support provided to students. 4. Adapting how instruction is delivered. 5. Adapting the skill level or difficulty of work. 6. Adapting how students can respond or demonstrate their knowledge. 7. Adapting the extent of student participation. 8. Adapting student goals or expectations while using the same materials. 9. Substituting alternative curriculum to meet

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    Ninetypesof Adaptations

    Uploaded by

    Jezzamine Santos
    58 views1 page
    This document outlines nine types of curriculum adaptations that can be made for students including: 1. Adapting the quantity or number of items/activities expected of students. 2. Adapting the time allotted for learning, tasks, or testing. 3. Increasing the level of support provided to students. 4. Adapting how instruction is delivered. 5. Adapting the skill level or difficulty of work. 6. Adapting how students can respond or demonstrate their knowledge. 7. Adapting the extent of student participation. 8. Adapting student goals or expectations while using the same materials. 9. Substituting alternative curriculum to meet

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    NinetypesofAdaptations

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    This document outlines nine types of curriculum adaptations that can be made for students including: 1. Adapting the quantity or number of items/activities expected of students. 2. Adapting the time allotted for learning, tasks, or testing. 3. Increasing the level of support provided to students. 4. Adapting how instruction is delivered. 5. Adapting the skill level or difficulty of work. 6. Adapting how students can respond or demonstrate their knowledge. 7. Adapting the extent of student participation. 8. Adapting student goals or expectations while using the same materials. 9. Substituting alternative curriculum to meet

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    © All Rights Reserved
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    Download as pdf or txt
    58 views1 page

    Ninetypesof Adaptations

    Uploaded by

    Jezzamine Santos
    This document outlines nine types of curriculum adaptations that can be made for students including: 1. Adapting the quantity or number of items/activities expected of students. 2. Adapting the time allotted for learning, tasks, or testing. 3. Increasing the level of support provided to students. 4. Adapting how instruction is delivered. 5. Adapting the skill level or difficulty of work. 6. Adapting how students can respond or demonstrate their knowledge. 7. Adapting the extent of student participation. 8. Adapting student goals or expectations while using the same materials. 9. Substituting alternative curriculum to meet

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    of 1

    Nine Types of Curriculum Adaptations

    Quantity * Time * Level of Support *


    Adapt the number of items that the learner is Adapt the time allotted and allowed for learning, task Increase the amount of personal assistance to keep the
    expected to learn or number of activities student completion, or testing. student on task or to reinforce or prompt use of specific
    will complete prior to assessment for mastery. skills.
    For example:
    For example: Individualize a timeline for completing a task; pace learning For example:
    Reduce the number of social studies terms a learner must differently (increase or decrease) for some learners. Assign peer buddies, teaching assistants, peer tutors, or
    learn at any one time. Add more practice activities or cross-age tutors.
    worksheets.

    Input * Difficulty i Output *


    Adapt the way instruction is delivered to the learner. Adapt the skill level, problem type, or the rules on how the Adapt how the student can respond to instruction.
    learner may approach the work.
    For example: For example:
    Use different visual aids, enlarge text, plan more concrete For example: Instead of answering questions in writing, allow a verbal
    examples, provide hands-on activities, place students in Allow the use of a calculator to figure math problems; response, use a communication book for some students,
    cooperative groups, pre-teach key concepts or terms before simplify task directions; change rules to accommodate allow student to show knowledge with hands on materials.
    the lesson. learner needs.

    Participation * Alternate Goals i Substitute Curriculum i


    Adapt the goals or outcome expectations while using the Sometimes called “functional curriculum”
    Adapt the extent to which a learner is actively involved in same materials.
    the task. Provide different instruction and materials to meet a
    For example: learner’s individual goals.
    For example: In a social studies lesson, expect a student to be able to
    In geography, have a student hold the globe, while others locate the colors of the states on a map, while other students For example:
    point out locations. Ask the student to lead a group. Have learn to locate each state and name the capital. During a language lesson a student is learning toileting skills
    the student turn the pages. with an aide.

    * This adaptation does not always necessitate alternate assessment and grading based on an IEP objective and is therefore an “accommodation.”
    The rule is: if the achievement or level of performance expected, i.e., the mastery of concepts and content by the individual student is the same for all students in the general education class, the grading
    system can also be the same. The key concept is: Will the student ultimately master the same materials but demonstrate that mastery in alternate ways or with alternate supports? If standards are not
    fundamentally or substantially altered, the grading can be the same for all students.

    i This adaptation often is available for students with grading based on IEP objectives. Often, these adaptations do fundamentally, substantially alter a performance standard and therefore are a
    “modification” requiring alternate assessment to determine mastery based on IEP team developed criteria.

    Deschenes, C., Ebling, D., & Sprague, J. (1994). Adapting curriculum and instruction in inclusive classrooms: A teacher’s desk reference. Bloomington, IN: Institute for the Study of Developmental
    Disabilities.
    Diana Browning Wright, Teaching & Learning 2005

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