Michael C.

White

Nine Types of Curriculum Adaptations

Quantity:

Time:

Adapt number of activities and/or

Adapt time on a learning time, tasks, task

number of items before an assessment of

mastery.

completion, and testing/assessments.

Modifications: allow extra practice,

reduce assignment work, reduce
assessment item count.

Input:

Modifications: allow extra time for

responses, allow extra time for
assignments, allow extra time on journal
writing (no more than 10 minutes).

Difficulty:

Level of support:
Increase personal assistance time for
keeping a student on task. Also, to prompt
or reinforce students use of specific skills.
Modifications: utilize an instructional
aide, offer after class tutoring support,
provide peer assistance.

Output:

Adapt the instructional methods and

Adapt rigor, problems, learning style

Adapt ways students demonstrate

delivery, such as: visual aids, enlarged

texts, hands-on work, and cooperative
groups.

approach to assignments, and rubrics to

accommodate the students needs.

learning/ comprehension. Deemphasize

writing; allow for verbal-kinesthetic
measures.

Modifications: Teach with

manipulatives, teach with pictures and
other visual inputs, employ methods with
an interactive with notebook.

Participation:

Modifications: Use and teach students

step-by-step outlines, employ graphic
organizers, step-by-step instructions for
support.

Alternate Goals:

Adapt students extent of hands-on

Adapt outcomes expectations and/or

involvement in specific tasks.

goals while using like teaching materials.

Modifications: designate roles in

cooperative group work: a spokesperson, a
recorder to keep notes on group processes
and decisions, technician for charts and
visuals.

ACT Institute, October 2016

Modifications: verbal are important;

language from teacher, gestures and
symbols are equally as important as verbal
input, write instructions on board.

Substitute Curriculum:
Provide different instruction AND
materials to meet a students individual
goals.