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Adaptations & Accommodations for Students with Disabilities
 Articles
A process for adapting curriculum in inclusive classrooms. (1997, Winter). The Inclusion Notebook, 1(3), 5.
This one-page flowchart suggests that the first step in making adaptations is to identify the student's educational goals and objectives to be incorporated into his or her general education activities. The student's teachers work together to identify the adaptations that are needed in four areas: instructional arrangement, lesson format, specific learning strategies, and curricular goals. In each of these areas, the teachers may adapt the environment, modify materials, and select supports.
Bonus report: Grading students in special education. (1998, January). Horsham, PA: LRP Publications.
This report discusses procedures for providing alternative grading options for students with disabilities and references communications with the U.S. Office for Civil Rights on the topic. Responses to the following three questions are provided:
- May a student with a disability who receives special education accommodations in a general education classroom be given modified grades?
- Can classes be identified as special education classes on the high school student's transcript to indicate that the student has had a modified curriculum in a general education class?
- Can asterisks or other symbols or codes be written on a high school student's transcript to indicate that the student has had a modified curriculum in the general education class?
The following 10 alternative grading methods are described: individualized education program (IEP) grading, student self-comparison, contract grading, pass/fail, mastery level/criterion systems, checklists, multiple grading, level grading, shared grading, and descriptive grading. Finally, the article presents a framework for making grading decisions and a list of accommodations and modifications used in grading by one high school.
Butler, F.M. (1996, September). A better way to grade special education students. CEC Today, 4(3), 14.
This one-page article provides guidelines for teachers on grading procedures for students in general education classes. For example, teacher can award regular letter grades, or use a variety of alternative methods that allow the student to demonstrate that he or she has mastered the content. If an alternative method is used, the teacher must select a grading alternative that corresponds to the method selected.
Cheney, C. (1989, September). The systematic adaptation of instructional materials and techniques for problem learners. Academic Therapy, 25(1), 25-30.
The author suggests that, in order to be effective in adapting materials and methods, the characteristics of the material or instructional technique and the characteristics of the learner must be compared. Solutions are presented for modifying the instructional level of the material, addressing the learning characteristics of the student, and matching the motivational characteristics of the student with the demands of the material.
Council for Exceptional Children. (1997, September). Effective accommodations for students with exceptionalities. CEC Today, 1, 9, 15.
This easy-to-read article suggests that making effective accommodations for students requires joint planning and evaluation by both general and special education teachers. Four categories of accommodations are discussed—altering the instructional grouping or arrangement, altering the lesson format, altering the goals, and altering the educator's teaching style. Guidelines are included for evaluating the accommodations selected, as are suggestions for accommodations in five areas—increasing student participation in large group instruction, textual accommodations, sequencing or assignment completion, following instructions, and teaching test-taking skills.
Curriculum modification form. (1997, Winter). The Inclusion Notebook, 1(3), 6.
This easy-to-use form can help teachers detail the modifications in materials, natural supports, or teacher/adult service provider supports that may help a student participate in a given activity with his or her peers.
 Fuchs, L.S., & Fuchs, D. (1998, Winter). General educators' instructional adaptation for students with learning disabilities. Learning Disability Quarterly, 21(1), 23-33.
This article looks at instructional adaptation that teachers can make to meet the needs of students with learning disabilities in the area of mathematics. The authors first summarize the levels and types of instructional adaptations that general educators typically use in their classrooms (e.g., variations in materials, grouping, and goals). The authors then give an overview of methods that general educators can use to extend their adaptation strategies. These methods include curriculum-based measurement with peer-assisted learning strategies. As part of this approach, the authors describe the use of weekly assessment of student progress; classwide bi-weekly student feedback so that students can track their own learning and progress; and classwide teacher reports, which include recommendations for what to teach, how to group students for instruction on specific skills, and using computer-assisted instruction and peer-assisted learning strategies with specific students.
Isaacson, S., & Gleason, M.M. (1997). Mechanical obstacles to writing: What can teachers do to help students with learning problems? Learning Disabilities Research & Practice, 12(3), 188-194.
This article presents eight methods for helping students overcome the spelling obstacle to writing and achieve success with grade-level writing activities: (1) have the student dictate; (2) prompt by precueing the spelling; (3) teach a strategy for using a word book; (4) have the student ask the teacher; (5) encourage invented spelling; (6) promote peer collaboration; (7) teach a self-checking strategy; and (8) have students use technology.
McMackin, M.C., & Bukowiecki, E.M. (1997). A change in focus: Teaching diverse learners within an inclusive elementary school classroom. Equity and Excellence in Education, 30(1), 32-39.
The authors present a list of modifications that can be made for diverse learners in language arts activities in three areas: (a) context for learning; (b) instructional strategies/materials; and (c) organizational and study skills. Within the context for learning category, the article suggests providing clear transitions between activities, creating a non-distracting environment, and sending home a duplicate set of books. Modifications for instructional strategies or materials include allowing the child to dictate ideas, modifying the amount of in-class and homework assignments, and planning lessons that involve Gardner's seven intelligences. Strategies for enhancing organizational and study skills include limiting choices, providing envelopes to organize information or papers, and distributing discussion questions prior to the lesson for some students. The authors also suggest modifications that can be made within reading, writing, listening, and speaking activities that are an integral component of all language arts activities.
Meese, R.L. (1992). Adapting textbooks for children with learning disabilities in mainstreamed classrooms. Teaching Exceptional Children, 24(3), 49-51.
This article describes three ways to modify a textbook: tape recording the textbook, highlighting information in the textbook, or providing the student with a high-interest/low-level vocabulary alternative. The author suggests four strategies for altering instructional procedures to assist the student with the mastery of content: teaching textbook structure, teaching previewing strategies, providing advance organizers to the student, and preteaching critical vocabulary. Finally, the author describes the implementation of self-questioning, active reading, and the use of study cards to help students master the content presented in textbooks.
Raza, S.Y. (1997, September). Enhance your chances for success with attention-deficit/hyperactivity disorder (ADHD). Intervention in School and Clinic, 33(1), 56-57.
The author presents 20 strategies for working with students with ADHD in the general education classroom. Strategies include environmental adaptations such as using proximity control and incorporating movement into lessons, and adaptations to the way the material is presented, such as developing graphic organizers, making copies of overheads and board notes, and breaking assignments into smaller chunks. The author also recommends varying assessment procedures, including portfolio assessment, oral exams, and informal measures.
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