1.  SIZE

Adapt the number of items that the learner is expected to learn or complete.


Allow completion of tasks in “chunks” of tasks until the student has met the objectives.


Adapt the amount of information provided at one time.


  1. TIME
Adapt the time allotted and allowed for learning, task completion or testing.
Allow a longer period of time for the student to learn the concepts.


Consider the objective…how much time do they need to show that they have learned?

Individual the pace of the learning to meet the needs of students.


  1. INPUT
Modify the teacher behavior in the manner in which you teach which may be in a different manner


Adapt the way instruction is delivered to the students.

Use audio and visual aids, semantic mapping, guided imagery, concrete examples, hands on activities, pre-reading activities, or place students in cooperative groups.

Would these techniques assist someone with Dyslexia or an ESL student?


Adapt HOW the learner can respond to the instruction.
Does everything need to be pencil and paper tasks?
Instead of answering questions in writing  use verbal techniques, projects, games, portfolios, hands on tasks for evaluation of learning.





Increase the amount of personal assistance with a specific learner.
Provide instruction in a manner that can become independently supported as necessary.
Assign peer buddies or setup groups, teaching assistants, or tutors (peers or cross age).
Cooperative Learning Self Checking materials.




Adapt the skill level, problem type, or the rules on how the students may approach one assignment.

Do not water down the instruction, but examine the abilities and disabilities and make the assignment fit the student.

Simplify directions

Provide cues

Use a computer/calculator



Design a plan or technique for a student with a severe disability.

Adapt the extent to which a learner is actively involved in the task.  Based on the disability, have them take an active role in a group setting but take on a more passive role.

Adapt the level of participation expected during a task.  Have them begin in a cooperative group then move to independent work at an appropriate time.



Design a plan or technique for a student with a severe disability.

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

Have the student learn one part of instruction while the rest of the class delves deeper into the instruction.



Design a plan or technique for a student with a severe disability.

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

One student may do something on a computer to help their learning concepts while the rest of the class participates on a quiz.