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Adapt the number of times that a

learner is expected to learn
Allow completion of the tasks in
chunks until the student meets the
Adapt the amount of information
provided at one time


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, and hands-on for
evaluating tasks.

Degree of Participation

Designed for a student with a

severe disability
Adapt the extent to which a learner
is actively involved in the task
Adapt the level of participation
expected during a task



Adapt the time allotted and allowed

for learning or task completion
Allow a longer period of time for the
students to learn the concepts
Adjust the pace of the learning to
meet the needs of individual

Adapt the way instruction is

delivered to the students
Use audio and visual aids, semantic
mapping, guided imagery, concrete
examples, hands-on activities, or
place the students in cooperative

Level of support


Increases the amount of personal

assistance with a specic learner
Provides instruction in a manner
that can become independently
supported as necessary
Assign peer buddies, teaching
assistants, or tutors

Alternate Goals

Designed for a student with a

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

Adapt the skill level, problem type,

or the rules on how the students
may approach the assignment
(Not working down, but examining
abilities and disabilities and making
the assignment t)
Simplify directions, provide cues

Substitute Curriculum

Designed for a student with severe

Provide dierent instruction and
materials to meet a learners
individual goals.
This decision is made by the ARD
and shoud be planned by