Accommodations/Adapting
Accommodations and Modifications to use in classrooms with diverse
learners:
Websites that may be useful:
www.abcya.com
www.primarygames.com
www.sheppardsoftware.com
www.boardmakershare.com
www.kiddyhouse.com
www.helpkidzlearn.com
www.starfall.com
http://priorywoods.web4.devwebsite.co.uk
All are good. However, the best of the group is sheppardsoftware. The
helpkidz requires a subscription as does starfall if you want more than the
basic stuff. The website out of the UK is great for talking books.
These are other helpful ideas:
Working with students with attention problems
Environment:
1. Limit the space around the student
2. Defined space in which the student works
3. Defined rules as to movement in the classroom or other areas of the
school
4. Maintain a strict agenda and time line
5. Provide picture or written calendar of events, activities, homework
projects, etc
6. Provide systematic organizational tools for keeping area “neat and
clean”
Page 1
Accommodations/Adapting
Academic work:
1. Have clear, concise rules, expectations and consequences for these
students and then do not deviate
2. Give short and concise instructions in simple language with visual
backup if needed
3. Ask the student to repeat/paraphrase the instructions prior to
beginning work
4. Divide all work into short segments and set expectation for segment
to be finished within a specified time limit
5. Use a time or stop watch
6. Give the student a clock
7. Use the organizational tools to maintain materials and to store
completed assignments
8. Pre-teach subject matter vocabulary words
9. Give all assignments in writing after orally presenting and allow
student to check off the assignments as completed
10.
Use graphic organizer to plan work
11.
Teach student to use his homework agenda to gather
assignments and long range projects and to set up a time line for
getting his work done
12.
Set the student at the back of the room in a corner or in a
study carrel
13.
Use any rewards that will motivate the student to initiate the
assigned task, stay on task, and complete assigned task
14.
Work with parents to coordinate efforts to assist the student in
the same ways at home and at school
15.
Do not initiate learned helplessness through low expectation
Page 2
Accommodations/Adapting
Strategies for Memory
1. Semantic memory strategies: allows word information to be
processed and used in semantic and other memory lanes
a. Short chunks of information
b. Graphic organizers
c. Words in colors
d. Peer tutoring
e. Questioning strategies as in Jeopardy
f. Teach summarizing
g. Role playing
h. Debates
i. Outlining
j. Time lines
k. Paraphrasing
l. Practice tests—familiar with the format and words used in
instructions
m. Mnemonic devises
2. Episodic Memory Strategies
a. Bulletin boards
b. Consistency of room arrangements
c. Accessorize—wear your class
d. Use one color paper per subject/unit/concept
e. Teach units from different locations in the room
3. Procedural Memory Strategies
a. Hands on exercises
b. Manipulatives in math
c. Magnetized labels for labeling anything with parts
d. Agendas
e. Role-playing
f. Puppet shows
g. Sign language
4. Automatic Memory Strategies
a. Music
b. Flashcards
c. Oral conditioning
d. Quiz shows
e. Choral readings
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Accommodations/Adapting
5. Emotional Memory Strategies
a. Music
b. Celebrations
c. Recreate scenes in classroom with emotions
d. Show your enthusiasm
6. Multiple memory lanes
a. Storytelling
b. Daily repetition
Adapting mathematics instruction:
Adaptations have three common characteristics:



individualized and focusing on the strengths of an individual
relevant to the objective being taught
effective—does this lead to mastery
In order to develop adaptations that will work, the teacher must make sure
these are setting specific and student specific. For any concept being
taught, the teacher must know and understand the prerequisite skills
needed for the concept:











recognizing numbers
remembering numbers—counting sequentially
discriminating quantities
using place value to recognize numbers and to understand
quantity
remembering arithmetic combinations and recalling the
combinations fluently
applying the use of arithmetic combinations in whole-number
combinations
remembering the meaning of commutative, associative,
distributive
discriminating abstract symbols
lining up numbers so that correct calculations can be
completed
computing whole-number operations
understanding the associative, commutative, and distributive
properties
Page 4
Accommodations/Adapting
Proposed adaptations can help students complete the student complete the
task and increase the student’s likelihood of mastering the tasks.
Adaptations are made in the following four areas:
1. Instructional delivery: how the activity is taught—grouping
practices, instructional routines, and instructional language.
Explicit or direct instruction is included in instructional
delivery; these include modeling, prompts, cues, corrective
feedback, and guided practice
2. Instructional materials: aids such as textbooks, kits,
hardware, representations, and manipulatives
3. Instructional content: skills and concepts
4. Instructional activity: the actual lessons used to teach and
reinforce skills and concepts
Instructional delivery: teacher-directed
1. teachers demonstrate how to solve a problem by going through the
steps
2. teachers use “think aloud” to demonstrate the thinking process for
problem solutions
3. teachers give specific steps for student to use coupled with key
questions to ask during the solution—these can be on a sheet of
paper or on posters:
a. what does the problem say
b. what are the steps
c. which step comes first
d. what is the next step
4. students are paired
5. use flexible grouping
6. teachers ask specific questions about the problems instead of openended
Instructional materials: concrete level
1.
2.
3.
4.
5.
6.
calculators
place-value chart, base-10 blocks
geoboards, protractors, three-dimensional shapes
fraction strips, fraction/decimal/percent equivalent charts
basic fact charts, cubes
graphic organizers
Page 5
Accommodations/Adapting
Instructional content:
1. teacher breaks tasks down into smaller steps and teach the steps
2. teacher teach the vocabulary of upcoming lessons
Instructional activity:
1. teacher provides mini-lessons or smaller steps of the original lessons
2. teacher provides mini-lessons on requisite abilities
For mathematical problem solving, students need to be able to
1. determine if they understand the problem after they read it,
2. recognize the important information
3. develop a visual representation of the problem that reflects the
important information
4. make a logical plan to solve the problem
5. think about a reasonable solution and answer,
6. compute with confidence
7. verify the solution accuracy
Self-regulation means:
1.
2.
3.
4.
the student needs to be able to tell himself what to do,
ask questions to determine if he has acted appropriately,
monitor his own performance as he solves the problem and
finally check and verify what he has done is correct.
The following can be used to help learning disabled students to be better
problem solvers:
1.
2.
3.
4.
5.
6.
7.
verbal rehearsal,
process modeling (think aloud),
visualization,
role rehearsal,
peer coaching,
performance feedback,
distributed practice, mastery learning.
Page 6
Accommodations/Adapting
Reading Checklist
Each item that applies to the student should be checked off. Be careful to
include all possible situations; the more items which apply to the student,
the more likely it is that the student has a learning disability or problem
with reading. This is not diagnostic but rather just an indication of
possible reading difficulties.
Student Name: _______________________________________
DOB: _____________________
Date of Checklist: ___________________________________________
Underachievement:
□
Difficulties in learning to read, spell or write
□
School work does not reflect their true ability
□
School reports often say “Could do better.”
□
Results not reflective of the effort
□
Teaching and review activities only produces small improvements
Difficulties in combining spoken and written language:
□
Slow to learn the link between sounds and letters
□
Can spell a word verbally but cannot write it
□
Difficulty putting thoughts on paper
□
Inserts words that are not there
□
Reading lacks fluency and speed
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Accommodations/Adapting
Memory Difficulties:
□
Difficulties in remembering instructions
□
Difficulties in learning basics (letter and their sounds)
□
Difficulties remembering words from one page to the next
□
Problems learning unrelated sequences (for example, multiplication
tables)
□
Can learn spelling words for a test but forgets the words very
rapidly
□
Gets the sequence of letters or numbers wrong
□
Difficulties with arithmetic; uses fingers to count
□
Copies material incorrectly
□
Makes the same error over and over again
Family History
□
Other family members have similar learning problems
Speech, phonological, and language difficulties
□
Problems with word-finding when speaking
□
Problems pronouncing long words
□
Problems breaking words into sounds
□
Difficulties in blending sounds together
□
Difficulties in recognizing or producing rhymes
□
Difficulties in learning phonics
□
Later than average in learning to talk
Page 8
Accommodations/Adapting
□
History of early ear infections
□
Written language poorly structured
Visual Motor Difficulties
□
Slow to learn how to write
□
Poor class work—untidy, slow, messy
□
Mixes upper and lower case letters
□
Difficulties in working as fast as other students
□
Poor coordination; clumsy
□
Loses place when reading; uses finger to keep track
□
Letter and number reversals after the age of seven
□
Disliked puzzles and drawing as a younger child
□
Difficulties with sustained writing; hand gets tired very quickly
□
Poor posture; slumps on desk when working; fidgets sitting on the
floor
Concentration Difficulties
□
Inattentive; in a daydream
□
Easily distracted
□
Diagnosed as having ADD
□
Often restless and fidgety
□
Often impulsive; does not stop and think; calls out in class
□
Makes many careless errors
□
Cannot read for more than a short period of time
□
Poor organization; often forgets books, or class materials
Page 9
Accommodations/Adapting
Social and Emotional Difficulties
□
Avoids learning tasks; “loses” books; wastes time; “forgets”
homework
□
Does not expect to succeed so does not try
□
Gets frustrated and upset when effort does not produce good
results
□
Reluctant to accept help; does not like to be different
□
Told to “try harder” even when working very hard
Page 10
Accommodations/Adapting
The Most Commonly Used 100 Words:
Set 1:










a
in
he
am
the
big
will
come
mother
said
Set 2:










it
I
is
go
me
car
and
father
look
home
Set 3:










like
get
have
can
do
boy
to
see
good
you
Page 11
Accommodations/Adapting
Set 4:










no
here
girl
all
up
at
that
one
this
she
Set 5:










of
was
we
jump
are
play
down
my
live
thing
Set 6:










when
new
did
name
yes
run
with
don’t
what
little
Page 12
Accommodations/Adapting
Set 7:










take
put
him
on
some
his
went
into
not
has
Set 8:










two
know
can’t
her
brother
over
three
sister
them
make
Set 9:
 take
 put
 him
 on
 some
 his
 went
 into
 not
 has
Page 13
Accommodations/Adapting
Set 10:










bring
fall
too
by
let
be
fast
want
only
made
Page 14
Accommodations/Adapting
How to Teach a Child to Read
The most successful reading programs follow this model:








Learn to read words by
o sounding out small simple words
 teach phonics systematically and explicitly
 simple one-to-one, letter-sound relationships
 vowel sounds
 complex letter-sound patterns: diagraphs, trigraphs,
quadrigraphs
 rules
o taking apart bigger words
Learning to spell words
Memorizing sight words
Practicing oral and silent reading
Practicing fluency
Writing, including letters and stories
Building word and worldly knowledge
Learning comprehension strategies
With dyslexic students, follow this model:




systematic and direct instruction in
o phonetic awareness—noticing, identifying, and manipulating
the sounds of spoken language
o phonics—how letters and letter groups represent the sound of
the spoken language
o sounding out words
o spelling
o reading sight words
o vocabulary and concepts
o reading comprehension strategies
Practice in applying these skills in reading and in writing
fluency training
enriched language experiences: listening to, talking about, and
telling stories
Page 15
Accommodations/Adapting
Accommodations: Adapting Curriculum for Students with
Special Needs
One of the most important things to keep in mind when working with most
handicapped student is that they can learn. In some cases, it is not the
lack of understanding or knowledge that causes problems but rather the
manner of presentation, response requirements, and level of presentation.
The need to learn how to adapt material is crucial when working with this
population. These adaptations offer them a better chance of success and
task completion. This is the how of instruction.
What are Curriculum Adaptations?
There are several factors that you will need to consider in adapting the
curriculum. Adaptive instructional programs are characterized by
combined teaching strategies, flexible scheduling, individualized
instruction, mastery learning, large and small group instruction,
individualized tutorials and cooperative learning. Further, while we will
need to adapt the form of instruction to meet the individual needs of
children we will also need to adapt the delivery and response factors that
will face the child in school.
Examples of Adapting the Curriculum for Special Education
Students:
Where a special education student is expected to achieve or surpass the
learning outcomes set out in the science curriculum, regular grading
practices and reporting procedures are followed. For students not expected
to achieve the learning outcomes, adaptations/accommodations must be
noted in the Individual Education Program. In this way, instructional and
assessment methods may be adapted to meet the needs of all students.
The following are examples of adaptations that may assist students with
special needs achieve success in science or any other class. The teacher
could:
Adapt the environment
 Change where the student sits in the classroom.
 Make use of cooperative grouping
Adapt presentations
 Provide students with advance organizers of key concepts.
 Demonstrate or model new concepts.
Adapt the pace of activities
 Allow the student more time to complete assignments
 Provide shorter but more frequent assignments
Alternate mode for materials
Page 16
Accommodations/Adapting
 Dictate to a scribe
 Tape record
 Draw pictures
 Cut pictures from magazines
 Build models
 Use the computer
 Enlarge/shrink materials
 Use overlays/acetate on text pages
 Cut and paste
 Use manipulatives
 Use a calculator
Adapt materials
 Use large print activity sheets.
 Use overlays on text pages to reduce the quantity of print that is visible.
 Highlight key points on the activity sheet.
 Line indicators
 Sections on paper (draw lines, fold)
 Different types of paper (e.g., graph, paper with mid-lines, raised line
paper)
 Provide more white space to put answers
 Highlight or color code (directions, key words, topic sentences)
 Cover parts of worksheets
 Put less information on a page
Use high contrast
colors Adapt
assistance
 Use peers or volunteers to assist students with special needs.
 Use students with special needs to assist younger students in learning
science.
Use teacher assistants to work with small groups of students, as well
as with an identified student with special needs.
• Use consultants and support teachers for problem solving and to assist
in developing strategies for science instruction.
Adapt assessment
• Allow various ways for students to demonstrate their understanding of
scientific concepts such as performing experiments, creating displays and
models, and tape recording observations.
• Adapt assessment tools such as paper and pencil tests to include
options such as oral tests, open-book tests, and tests with no time
limit.
 Keep work samples on NCR paper.
 Use computer programs that provide opportunities for scientific practice
and recording results.
 Provide opportunities for extension and practice
 Require small amounts of work to be completed at a given time.
 Simplify the way questions are worded to match the students' level of
understanding.
Provide functional everyday examples such as building structures to
develop an understanding of forces.
Page 17
Accommodations/Adapting
Nine Ways to Adapt/Accommodate Instruction
Size
Time
Level of Support
Adapt the number of
items that the learner
is expected to learn or
complete
For example: if the
student has to learn all
50 states, he has to
learn them in groups
Adapt the time
allotted and allowed
for learning, task
completion or testing
For example: Allow
student extra time to
complete timed
assignments. Have
student complete long
assignments in
sections
Increase the amount of
personal assistance with
a specific learning
Input
Adapt the way
instruction is delivered
to the student
Difficulty
Adapt the skill level,
problem type, or the
rules on how the
student may
approach the work
For example: student
may draw a picture,
do an interview,
depending upon the
subject
Output
Adapt how the student
can respond to
instruction
For example: provide
student with audio or
video step of lesson
Participation
Adapt the extent to
which a student is
actively involved in the
task
For example: Tailor
the student’s
participation in a task
to abilities, whether
intellectual or physical
Alternate
Adapt the goals and
outcome expectation
while using the same
materials
For example: in a
writing assignment,
alter the expectations
for the disabled
student who take
longer to write a
paragraph
For example: let peer
help; pair the slower
students; get some type
of incentive program for
working with peers or at
home
For example: allow
student to draw picture,
write an essay, complete
computer program
Substitute Curriculum
Provide different
instruction and materials
to meet a student’s needs
For example: instead of
discussing the reasons
for the civil war, have the
disabled student work on
a puzzle showing the
Union and Confederate
states
Page 18
Accommodations/Adapting


Checklist of Suggestions
What to Adapt?
 Curriculum Materials (textbook assignments, workbook,
tests)
 Instruction (grouping strategies, learning centers, audio
visuals)
 Classroom Organization and Behavior Management (daily
schedules and routines, classroom rules, seating
arrangements, and individualized behavior plans).
Consider these areas, as well as others, and consider
adaptations in several areas at one time to maximize results.
Alternate Goals
• Change the expected outcome or goal for the student using
the same materials or curriculum as other students.
For example: The student

will only copy the spelling words, while others will spell
from memory,

the student will match state names to the map while
others will locate state capitals,

the student will participate in science by building the
DNA model while others build the model, label, and
answer questions.
Substitute Curriculum
Provide different instruction, materials and goals for a student.
For example: A student

may learn computer/keyboarding skills while others are
taking a language test,

a student may cut out food items from a magazine and
create a picture book of favorite foods while others are
writing a creative story, a student will create his personal
schedule for the day while others are doing group circle
or calendar time.
Page 19
Accommodations/Adapting
Staying On Task
 Break assignments down into small units
 Provide frequent teacher feedback and redirection
 Provide time in resource room for completion of
class work
 Use a buddy system to remind child to stay on
task
 Lessen homework expectations (if necessary)
Homework
 Individualize
 Shorten
 Allow more time
 Provide more help
Presentation of Material
 Present visually written demonstration pictured
 objects computers video maps
 charts calendars audiotapes
 Use consistent expectations
 Divide instruction into small steps
 Provide opportunities to teach and practice skills
needed
 Provide needed prompts and cues
Assessment and Assignments
 Shorten
 Modify difficulty
 Alter activity
 Highlight text
 Provide a choice (when appropriate)
 Teach format ahead of time
 Modify question format
 Allow extra time
 Link learning to real situations
Communicating to the Student
 Be concrete and specific
 Avoid using terms like "later", "maybe", and sarcasm
 Slow down the pace, allow student to process (3-6 see)
 If necessary, break tasks into smaller steps
 Use gestures, modeling, and demonstrations with
verbalizations
 Provide warnings about change
 Provide information about expectations
Page 20
Accommodations/Adapting
Encouraging Communication with the Student
 Pause listen and wait
 Watch and listen to attempts to respond
 Respond positively to attempts
 Model correct format without corrections
 Encourage input and choice when possible
Social Supports
 Create cooperative learning situations where student may share
proficiencies
 Establish a buddy system
 Practice specific skills through natural activities with one or
more peers
 Structure activities with set interaction patterns and roles when
appropriate
 Praise classmates when they treat student properly, discourage
teasing
 Focus on social process rather than end product
 Develop social stories
 Teach, rehearse, practice, model and reinforce the following
skills:
 turn-taking responding waiting greeting joining others
 taking the lead joking and teasing complimenting
 Environment and Routine
 Provide a predictable and safe environment
 Minimize transitions
 Offer a consistent daily routine
 Avoid surprises, prepare student in advance
 Recognize distractions and sensory overloads (noise, vision,
smell, tactile)
 Allow modifications to sensory problems when necessary
Self Management Behavior
 Teach use of visual schedule, cues, and timer
 Provide reinforcement that is individualized, immediate, and
concrete
 Incorporate strengths and interests into daily activities
 Encourage choices when appropriate
 Determine why behavior is occurring and develop behavior plan
 Avoid punitive measures, use positive and natural consequences
 Avoid disciplinary actions for behaviors which may be part of
their disability
Page 21
Accommodations/Adapting
Strategies for Adapting Tests and Quizzes
Preparing for Tests and Quizzes






Teach students strategies to prepare for a test or quiz
Teach students what to look for in test questions; how to read a test
Use a variety of formats to thoroughly review for several days before tests
or quizzes including quiz bowls, small group review, question and answer
periods and study buddies.
Provide students with examples of test content and format.
Provide study guides in advance of the test.
Provide review time during or outside of the class, emphasizing key
points to study.
Writing Tests or Quizzes










Write clear, concise directions.
Vary the test format (e.g., written, oral, short answer, essay, multiple
choice, matching, yes/no, demonstration testing, open book/notes, take
home, cooperative group testing).
Underline or highlight important words in the test directions or on test
items.
Give more objective than subjective items.
Increase allowable time for test completion.
Review orally to ensure comprehension of essay questions.
Give shorter tests, covering less information, more frequently.
A void penalizing for grammar, handwriting, or spelling.
Reduce the test items by starring those that are the most important
concepts.
Give the same test to all students, but score some students on the
priority items only, giving extra credit for any additional questions
answered correctly.
Administering and Scoring Tests and Quizzes







Provide students with the opportunity to have tests read orally.
Read test instructions aloud to any student who would prefer them read
aloud.
Allow students to take the test in the classroom during the
scheduled time, then give opportunities to have it read to them
orally and average the two scores.
Tape record tests, using assistants, tutors, parent volunteers and others.
Allow students to tape record answers.
Allow students to use charts, calculators, or manipulatives that they
have used on assignments for the exam.
Create a modified grading scale or consider a pass/fail, satisfactory/
Page 22
Accommodations/Adapting










unsatisfactory grade on the test.
Grade student effort and individual ability in addition to test scores.
Allow students to retake the test and give credit for improvement.
Provide feedback to students via teacher/student conferences.
Encourage students to chart their progress.
Take time to review corrected tests and allow students to make
corrections on their test or a clean copy of the test.
Provide partial credit for various correct steps in a problem-solving
process.
Correct tests immediately and reteach in skill groups.
Give students opportunity to critique their own work based on your
criteria before they hand it m.
Allow students to grade their own tests immediately upon completion in
a designated area; the teacher does the final scoring.
Allow students to take the test in small groups; students may use a
group answer or their own.
Providing Alternatives to Tests and Quizzes


















Provide a menu of options for students to demonstrate knowledge other
than or in addition to tests:
Design collages, posters, time lines of events, story boards
Conduct interviews of individuals who have something to say about the
unit of study
Find a guest speaker
Develop and conduct a survey
Create maps, graphs, diagrams
Design and play simulation game activities
Write and perform skits
Provide a packet of activities that students complete throughout the unit
Keep a journal
Participate in discussions
Point to a picture cue system for test/quiz responses
Allow students to design their own project/demonstration
Provide information on the standard report card indicating adaptations
have been made.
Vary the grading system; grade on items other than the tests (e.g.,
homework, special projects).
Offer extra credit activities throughout the grading period.
Use a grading contract, detailing the basis for grades.
In secondary programs, consider an audit system to allow students to
take classes that provide knowledge but do not result in a credit or
grade.
Allow test partners




Offer it as a student option
Each student has his own set of notes and his own copy of the test
Student partners are allowed to read and discuss questions, then each
student writes her own answer
Each student has her own test so that if there is disagreement each can
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Accommodations/Adapting

write her own answer
Both partners must be present on the day of the test or the test is taken
alone
Adapting response mode:
Another very important factor in adapting the curriculum is to consider
the use of a variety of response modes for the child with a learning
disability. Providing many different options will increase the likelihood of
success. Some options for changing response mode include:
Animated
movie
Display
Game board
Commentary
Poster
Book
Speech
Mobile
Scavenger hunt
Tope
Tour
Interview
Charades
Portrait
Play
Radio
Model
Skit
Song
Slide
presentation
Telephone
talk
Banner
Report
Television
show
Radio
commercial
Bulletin
board
Maze
Panel
discussion
Pantomime
Poem
Puppet
show
Cookbook
Cartoon
Showcase
Diorama
Scripts
Brainteasers
Video tape
recording
Collage
Survey
Newspaper
Sculpture
Time capsule
timeline
Puzzle
Magazine
Brochure
Blueprint
Map
Comic strip
Visual art
form
Diary
Mural
Invention
In conclusion, there are numerous ways to present, record, and ask children to
respond to curriculum material. It is our job as educators to ensure that we
have done everything possible to help children succeed and gain a sense of
accomplishment in school. Since there are so many options in adapting the
curriculum available to us, it is crucial that we explore and try these options.
You never know what works.
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