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Adaptations and Modifications

This document outlines 9 different types of accommodations and modifications that can be made for students including: adapting the quantity, input, time, difficulty, level of support, and output for tasks. It also discusses adapting participation and providing substitute curricula. Substitute curricula are designed for students with severe disabilities and involve providing different instruction and materials to meet individual goals, as decided by a student's ARD team.

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111 views2 pages

Adaptations and Modifications

This document outlines 9 different types of accommodations and modifications that can be made for students including: adapting the quantity, input, time, difficulty, level of support, and output for tasks. It also discusses adapting participation and providing substitute curricula. Substitute curricula are designed for students with severe disabilities and involve providing different instruction and materials to meet individual goals, as decided by a student's ARD team.

Uploaded by

api-290401140
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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9 Different Accommodations & Modifications

Quantity
1. Adapt the number
of items that the
learner is expected
to learn or
complete.
2. Allow completion of
tasks in chunks
until the student
has met the
objective.
3. Adapt the amount
of information
provided at one
time.

Input
1. Adapt the way
instruction is
delivered to the
students.
2. Use audio and
visual aids,
semantic mapping,
guided imagery,
concrete examples,
hands on activities,
pre-reading
activities, or place
students in
cooperative groups.
3. This is teacher
behavior. Teach in a
different way!
Participation
1. Designed for a
student with a
severe disability.

Time
1. Adapt the time
allotted and allowed
for learning, task
completion or
testing.
2. Allow for longer
period of time for
the student to learn
the concepts.
3. Consider the
objective how
much time do they
need to show that
they have learned?

Difficulty
1. Adapt the skill level,
problem type, or the
rules on how the
student may
approach the
assignment.
2. Not watering down,
but examining
abilities and
disabilities and
making the
assignment fit.
3. Simplify directions,
provide cues,
provide calculator.

Alternate Goals
1. Designed for a
student with a
severe disability.

Level of Support
1. Increase the
amount of personal
assistance with a
specific learner.
2. Provide instruction
in a manner that
can become
independently
supported as
necessary.
3. Assign peer
buddies, teaching
assistants, or
tutors, and selfchecking materials.
Output
1. Adapt HOW the
learner can respond
to the instructions.
2. Does everything
need to be pencil
and paper tasks?
3. Instead of
answering
questions in writing
use verbal
techniques,
projects, games,
portfolios, hands on
tasks for evaluation
of learning.

Substitute Curriculum
1. Designed for a
student with a
severe disability.

9 Different Accommodations & Modifications


2. Adapt the extent to
which a learner is
actively involved in
the task.
3. Adapt the level of
participation
expected during a
task

2. Adapt the goals,


objectives, or
outcome
expectations while
using the same
materials as the
rest of the class.

2. Provide different
instruction and
materials to meet a
learners individual
goals.
3. This decision is
made by the ARD
and should be
planned by

SUBSTITUTE CURRICULUM Designed for a student with a severe disability.


Provide different instruction and materials to meet a learners individual goals.
This decision is made by the ARD and should be planned by

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