Making

Adaptations
Across All
Curricular Areas
What do you think
adaptations are?
Adaptations are:

 Changes we can make to an

assignment or assessment to help
children be more successful but
keeping the assignment/assessment
RIGOROUS!
After today’s session you will go away
with the knowledge on how to make
the following adaptations to your
assignments or assessments:
 Spacing

 Process Guides

 Chunking

 Cloze Procedures

 Reading adaptations

 Instructions (bulleting, checks, reduce

wording of instructions)
 Reduce # of problems
 SPACING

 Adding lots of space throughout an

assignment/assessment will help
special needs students get less
confused.
 It will help students focus just on what
you want them to focus on.
 Process Guides
 These are step by step directions or lists
of what a child is expected to do so
he/she can check off he steps after
he/she completes on at a time.
 This helps students understand exactly
what they are expected to do.
 This also helps students focus on the
important parts of the assignments
especially larger assignments.
 CHUNKING
 Chunking is a way to place important
information in a specific place for
children to just focus on just the
important information.
 CLOZE PROCEDURE
 This procedure is when a teacher takes words
out of a paragraph and requires a student to fill
in the words that are missing.
 Students can be given choices for the missing
words or they can be required to just fill in the
words from a reading selection or a movie just
watched.
 This can also be used to take notes in
sentences as well. It will help to keep students
paying attention and on task.
READING ADAPTATIONS
 This is when you give a child reading
material within their reading ability on the
same topic the other children are
expected to be reading.
 It is ok to have more than one reading
selection in the classroom, but expect
them to gain the same overall material.
 INSTRUCTIONS
 Ways to adapt instructions to help
students focus on what you really
want them to know (bulleting, checks,
reduce wording of instructions)
REDUCE # OF PROBLEMS
 This helps students to focus on just the
problems necessary to determine their
knowledge in the subject area. Make
sure to place at least one problem you
plan on assessing.
 Students do not need to do 5 problems of
the same kind to show the teacher they
understand the concept.
 Questions?
 Remember if you need further
assistance to make any of these
adaptations please contact your
special education case manager so
they can help you to adapt the
materials to meet the needs of each
specific student.