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Addressing the Needs of All Students
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Enlarge materials.
Use contrasting colors for students with visual impairments.
Change the position of the materials so students can touch or gaze at the answer. For example:
Use a yardstick and Velcro to present 3 choices.
Use an eye gaze and position accordingly.
Minimize distracters (use 2 choices instead of 3).
Reduce work periods (short work sessions throughout the day).
Determine the appropriate sections to teach individual students (if a student can’t hold a pencil, skip the writing section).
Appropriate Adaptations and Modifications
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Use a yardstick and Velcro to present 3 choices
The yardstick makes materials accessible
for students with limited mobility.Use Velcro to attach
materials to a desk This provides another way to present materials and makes them accessible.
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Typing or printing sight word pages minimizes
materials and items that can be thrown or
destroyed.
Minimize materialsPrinting clocks on pages or taping and laminating clock cards on pages also
minimizes materials.
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Functional Reading - Make sight words communication device symbols …
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... vocational and/or chore words and symbols
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… schedule icons and/or break choices
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… other choices or body parts
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Time Telling—Enlarge clocks
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Money Math – Get Creative
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Create a bill model on a deskThis makes it easy for
students to match bills to a model and again
minimizes materials that can be thrown or
destroyed.
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Time Management/Calendar – Use manipulatives or tactile symbols
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Technology: Create a sentence library or use Velcro words
Student removes each word after
it’s typed.
Student selects a pre-written
sentence about his day to type.
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Adaptation Guidelines Set high expectations for EVERY student.
Be creative.
Individualize your adaptations.
If one approach doesn’t work, try something else.
Involve the IEP team in brainstorming ways to adapt programs.
Continually modify and adapt according to the needs of individual students.
Ensure that all adaptations address the function and relevancy of the specific skill area.
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