Adaptations and modifications for students with special needs examples

Approaches to Learning

• Simplify and repeat directions as needed
• Add visual supports and cues (charts, pictures, color coding)
• Sequence learning tasks from simple to complex
• Give repeated opportunities to practice skills
• Provide immediate, positive, descriptive feedback
• Use manipulative and sensory materials that are developmentally appropriate
• Utilize a developmentally appropriate schedule (consider length and order of activities, time for transitions, provide reminders when changes in schedule are planned)
• Offer choices so children can follow interests and strengths
• Use concrete materials or examples
• Provide time to process experiences and information

Physical and Motor Development

• Ease handling (make materials larger, add handles, attach rubber grips to pencils, provide different materials such as spring loaded scissors, adaptive paper, or hole punch)
• Ensure accessibility (add Velcro, develop a hand splint to hold materials, attach an elastic cord or string to objects so that they can be easily moved or retrieved)
• Enhance visual clarity or distinctiveness (add contrast or special lighting)
• Allow extra time
• Understand that some children will avoid or seek sensory items or activities (paint, glue, clay) and allow children to pass or explore in order to meet sensory needs
• Provide opportunities to use pincer grasp of thumb/forefinger (gluing small pieces of paper, peeling or sticking stickers, picking up small objects with fingers)

Social and Emotional Growth

• Adjust environment (be aware of lighting, noise level, distracting visuals, physical arrangement, place materials for easy access, play soft music)
• Consider child’s seating to support engagement (near adult, away from doors or windows, or other children who would distract)
• Allow for focus or calming breaks (quiet area, a place to move, “special helper”)
• Allow for focus or calming materials (squeeze ball, putty, sensory item)
• Provide support for transitions (visual and verbal cues, songs, materials, ringing bell)
• Model coping strategies to deal with overwhelming feelings
• Label and discuss children’s feelings
• Establish one-on-one time where child can confide in teacher
• Intervene as needed (help a child join ongoing play or activity, solve a problem, resolve conflict)

Communication and Language

• Provide verbal prompts for vocabulary words or responses
• Allow children to demonstrate understanding in multiple ways (in own words, songs, pointing, using visuals, communication boards or device)
• Use increasingly complex words, in context, and explain their meaning
• Understand that some children may speak languages other than English at home, and identify and explain patterns of spoken English
• Use letters of alphabet as they come up in real life situations

Accommodations remove learning barriers in the classroom to provide every child with equal access to learning. An example is offering an audio version of classroom text for a student with dyslexia or visual supports for children with ASD. Modifications are changes to what a child is taught and expected to do in class. For example, a student who struggles with spelling may be tested on a different set of words than his peers. See also: Assistive Technology.

The basics

Accommodations for Students with LD
See examples of accommodations that allow students with learning disabilities to show what they know without giving them an unfair advantage. Accommodations are divided into the following categories: how information is presented to the student, how the student can respond, timing of tests and lessons, the learning environment, and test scheduling.

Accommodating Students with Dyslexia in All Classroom Settings
This fact sheet describes reasonable accommodations involving materials, interactive instruction, and student performance to help children with learning problems in general education and special education classrooms.

Dysgraphia Accommodations and Modifications
Learn the signs and symptoms of dysgraphia, see a menu of accommodations and modifications, and view remediation recommendations to help students improve their writing.

Visual schedules and structures

Visual Schedules in the School Setting
A visual schedule communicates the sequence of upcoming activities or events through the use of objects, photographs, icons, or words. Find out how to set up visual schedules in your classroom to support your students.

Visual Structure in the School Setting
Visual structure adds a physical or visual component to tasks to help students with ASD to understand how an activity should be completed. Get ideas on how to implement visual structure in your classroom and support your students' independence.

Do You See What I Mean? Visual Literacy Supports for Students with Disabilities
Many learners with disabilities are visual learners and are best able to understand and remember content when they can see it represented in some way; in other words, they need to “see what we mean.” Three visual supports helpful for teaching and supporting literacy development are described here: picture books, graphic notes, and story kits.

Visual Supports for Students with ASD
Browse this collection of visual supports and other resources to help your students with ASD be successful socially and academically in school. You'll find templates for social rules, classroom rules, emotional support, schedules, and more.

Visual supports in the classroom

Autism expert Brenda Smith Myles talks about the importance of visual supports in the general education classroom. See the full interview with Dr. Myles here >

Using visual supports to teach students with ASD across environments

This webcast from Virginia Commonwealth University provides educators who work with students with Autism Spectrum Disorder an opportunity to learn how to incorporate visual supports into their classrooms. Learn the importance of using visuals within four critical areas: instruction, environment, behavior, and communication.

More resources on accommodations and modifications

Common Accommodations and Modifications in School
There are many ways teachers can help kids who are struggling in school. Here are some common accommodations and modifications that schools and families can discuss as possible options for kids. (Understood)

Modifications: What You Need to Know
For kids with learning and thinking differences, school can be challenging. If a child is struggling, one possible strategy is giving him less schoolwork or simpler assignments. This is called a modification. It’s not the same as an accommodation. While modifications can make school easier for kids, they can have serious drawbacks, too. Here’s what you need to know about academic modifications. (Understood)

Accommodations vs modifications

Hear from parent advocate Amanda Morin on the difference between accommodations and modifications, and how each one impacts a child's experience in the classroom. (From Understood)

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