Curriculum Adaptations
1. Read definitions and discuss with your peer partner(s)
2. Work together to identify each bulleted statement/example (Accommodations or Modification).
Definitions:
Accommodations are changes which provide access to curriculum and do not fundamentally lower
standards or expectations in the assignment/activity/test.
Modifications are changes which assure participation in curricular activities and do fundamentally
alter or lower the standard or expectation in the assignment/activity/test.
Types of Adaptations:
Quantity
 ______ Adapt the number of items the learner is expected to complete in order to demonstrate
mastery.
Example: Reduce the number of long division problems a learner is expected to complete.
 ______ Adapt the number of concepts a learner is expected to learn.
Example: Fewer Social Studies terms.
Time
 ______ Adapt the time allotted for learning, task completion, or testing.
Example: Individualize a timeline for completing a task, pace learning differently.
Level of Support
 ______ Increase the amount of personal assistance with the learner.
Example: Assign buddies, TA’s, peer tutors, or cross-age tutors.
Input
 ______ Adapt the way instruction is delivered to the learner.
Example: Use visual aids, enlarge text, plan concrete examples, provide hands-on activities,
use cooperative learning groups, or books on tape.
Difficulty
 ______ Adapt the skill level, problem type, or rules on how a learner may approach the work.
Example: Allow the use of a computer for math problems, allow cue cards, simplify directions,
word banks.
Output
 ______ Adapt how the learner can respond to instruction.
Example: Instead of answering questions in writing, allow for a verbal response, allow
dictation, allow students to demonstrate knowledge with hands-on activities and materials.
Participation
 ______ Adapt the extent to which the learner is actively involved in the task.
Example: In Social Studies allow the learner to point to places on the map, or hold a globe
while peers point out locations, handing out materials and activities.
Alternate Goals
 ______ Adapt goals or outcome expectations while using the same materials.
Example: In Social Studies, expect the learner to be able to locate just the states while others
learn to locate capitals as well. Simplify multiplication problems by changing the operation
symbol to addition.
Substitute Curriculum
 ______ Provide different instruction and materials to meet a learner’s individual goals.
Example: A student provides the class or group with divisors for long division by selecting
magnetized number tiles with a magnetic wand.
Remember!
Fair, is not everyone getting the same thing.
Fair, is everyone getting what they need in order to learn.
(Adapted from J. Fabrohini, 1993)
R. Milynarik, 2008