Made by

Yusra Ameen
Adaptation means a change in the teaching
process, materials, assignments or pupil
products to assist a pupil to achieve the
expected learning outcomes.
(Expected learning outcome means the
learning outcomes consistent with the
curriculum.)
 . Adapting instruction can be defined as
making changes to instruction in order to
allow students equal access to the curriculum
and to give them the opportunity to process
and demonstrate what has been taught.
consider several principles including the
importance of:
 Maximizing individual student independence
 Maximizing student participation in all class
activities along with peers:
 Maximizing student skill development
 Minimizing the use of temporary solutions
(Band-Aids)
Special needs is defined as an individual with a
mental, emotional, or physical disability
 Communication
 Movement
 Self-care
 Decision-making
 Format adaptations for written assignments.

Teachers can change the format in which a task is

presented without changing the actual task.
Such a change might be needed for a variety of
reasons:
(1) an assignment is too long; (2) the spacing on the
page is too close to allow the student to focus on
individual items; (3) the directions for the task are
insufficient or confusing; or (4) the models or examples
for the task are either absent, misleading, or
insufficient. The critical concept here is that while task
and response remain the same, the teacher makes
adaptations in the way the material is presented
(Kleinert & Kearns, 2001).
. In some instances, students might require an
adaptation in the content being presented,
such as when so much new information is
presented that the student cannot process it
quickly or when the student lacks a
prerequisite skill or concept necessary to
complete a task.
 Some students require adaptations in either the
way in which they receive information or the way in
which they demonstrate their knowledge of
specific information. Many students cannot learn
information when their only means of getting it is
through reading but can learn if the information is
made available in other forms. Be creative in
considering the possibilities. You might have
students watch a demonstration, filmstrip, film,
videotape, television program, computer program,
or play. Or you might have them listen to an
audiotape, lecture/discussion, or debate.
 Full use of wheelchair mobility
 Check equipment for accessibility
 Excessive energy
 Work surface access
 Elevate seating –
 Peer buddy –
 Oral responses instead of writing (tape
recorder) –
 Portable lap desk –
 Tape strips dispenser –
 Velcro –
 Materials access and holding
 Placing materials in a convenient location –

 Boxtop for holding loose papers –
 Carpenter’s apron –
 Giant pencil holder –
 Cords attached to desk –
 Chronic fatigue
 Special jobs that don’t cause stress
 Precut materials
 Buddy system –
 More at-home extensions –
 Rest periods –
 Lesson Pillows or bean bag chair
 planning accounts for strong periods
 Tape record lessons when student is absent –
 Alternatives to high energy activities
 Vary activity levels
 Underdeveloped motor skills
 Computer and piano keyboards –
 Energy patrol –
 Partially constructed work –
 Seating arrangements –