#1. SIZE, #2. TIME- Adapt the number otras hal he ora ‘> Adal hetme ated and towed for ean, Rise compan aceie‘carke nt he tasks competion, or testing ‘study nasal he objet lo atoroe prod fe forth sido, 2 Ache noi ikon ried aces erences itu the coven > Consor he obortve., how much time do the Seen hat ev have eae #4, OUTPUT- >> Adapt how the leamer can respond tothe instruction > Does everything need tobe pencil and paper tasks? > Instead of answering questions in writing, use verbal techniques, projects, games, portiolio, and hands on tasks. for evaluation of learing. #3. INPUT- > Adapt the way instuction is delivered to the students. > Use audio and visual ads, semantic mapping, guided imagery, concrete examples, hands on activites, or place) |, __Students in cooperative groups. #5, LEVEL of SUPPORT. > Increase the amount of personal assistance ‘witha specie lear + Provo instucton In a manner that ean become ‘become independenty supported as necessary > Assign poor budeles, aching assistants, o tors. Accommodations and Modifications #6. DIFFICULTY- > Adapt the sls level. problem type, oF the rulas ‘on hour the students may approach the assignment, > (ot watering down but examining abies and a ‘tsabtes and making the assignment fi) > Simpliy croctions, provide cues, and calculalorcomputer. #8, ALTERNATE GOALS- > design fora student with a severe cisablty > Adapt the goals, objectives of outcome expectations “while using the same materials as the rest af the class. #7, PARTICIPATION- > Designed for the student with severe aisabilty > Adapt the extent to which a learner is actively involved Involved i the task. > Adapt the level of participation expected during atask. #9. SUBSTITUTE CURRICULUM- > Designed fora student wih a severe disabily > Provide diferent insiucion and material to meet a learners individual goals. >> THE DECISION IS MADE BY THE ARD AND SHOULD BE. PLANNED BY THE COMMITTEE.