Nine Types of Adaptations (Cole, S - SSEAC



Nine Types of Adaptations (Cole, S. et al, 2000, Adapting Curriculum in Inclusive Classrooms)

|Input |Output |Size |

|The instructional strategies used to facilitate student |The ways learners can demonstrate understanding and knowledge. |The length or portion of an assignment, demonstration or |

|learning. |For example: to demonstrate understanding, students write a |performance learners are expected to complete is adjusted. |

|For example: use of videos, computer programs, field trips, |song, tell a story, design a poster or brochure, perform an |For example: Reduce the length of report to be written or |

|games, demonstrations and visual aids to support active |experiment |spoken, reduce the number of references needed, reduce the |

|learning. | |number of problems to be solved. |

| |(think Multiple Intelligences) | |

|Time |Difficulty |Level of Support |

|The flexible time needed for student learning. |The varied skill levels, conceptual levels and processes |The amount of assistance to the learner. |

|For example: Individualize a timeline for project completion, |involved in learning. |For example: Students work in cooperative groups, or with peer |

|allow more time for test taking. |For example: provide calculators, tier the assignment so the |buddies, mentors, cross-age tutors or paraeducators |

| |outcome is the same but with varying degrees of concreteness and| |

| |complexity. | |

|Degree of Participation |Modified Goals |Substitute Curriculum |

|The extent to which the learner is actively involved in the |The learning outcomes for the student are different from their |The instruction, content, materials and goals are significantly |

|tasks. |classroom peers, but still learned within the context of the |different than those being taught to the student in the regular |

|For example: In a student written, directed and acted play a |regular classroom. |classroom. |

|student may play a part that has more physical action rather |For example: In a written language activity, a student may focus|For example: In a foreign language class a student is learning |

|than numerous lines to memorize. |more on writing some letters and copying words rather than |to match objects to words. |

| |composing whole sentences or paragraphs. | |

| | |(a last choice) |

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