ADAPTATION/ACCOMMODATION PLAN

1. Adaptations to the physical environment.

Move him to an area of the least distractions (Ex: away from
other students to do work)
Special seat that moves/swivels
Keep notes/reminders on desk to help student stay organized
Move desk next to teachers desk

2. Adaptations to class time.

Pace learning differently (decrease in reading/writing/spelling)
Individualize a timeline for completing a task
Take frequent breaks
Give more time to complete tasks

3. Modifications of materials.
Allow student to present information orally (speech/presentation)
Allow student to spell/write 10 words while his peers are expected
to complete 20 words
Use large print

4. Technology or other special equipment needed.

Capture responses on an audio recorder
Computer/tablet to practice spelling/reading
Fidget spinner/tool to help him stay focused

5. Ways support people are needed to assist the student.

Paraprofessional to help keep on task and focused
Peer reading (tutor/buddy work)
Speech/Language pathologist- help with reading
Occupational therapist- help with gross and fine motor skills

6. Barriers to incorporating adaptations.

Lack of funds
Lack of trained support staff
Takes too much time to individualize/differentiate instruction as
well as teaching general population
 7. Strategies to overcoming barriers.
Fundraisers
Hire/train qualified staff
Encourage paras/assistants to help with adaptations to lessen the
amount of work on the teacher
STUDENT PROFILE ONE

Student One is a learning disabled student with a diagnosed attention

deficit with hyperactivity. These attention problems exaggerate his
organization weaknesses, as shown by his failure to have the proper
materials, his inability to get work turned in, and his difficulty in
remembering to take work home. This student experiences great difficulty
with reading, showing reading skills considerably below his classmates. His
overall reading rate is also slower to the point that comprehension is
sometimes affected. In addition, writing and spelling are very hard for him.
He has begun to develop a negative attitude towards reading and writing
activities due to the struggles he is experiencing. When given a writing task
he will have many great ideas orally, but is unable to organize them in written
form. The process of making letters correctly, remembering to capitalize,
punctuate, and spell words is very laborious and often overwhelming. Fine
motor skills are also weak affecting his ability to draw, cut, color, and write.
Fine motor deficits also affect his ability to line up math problems and
quickly write answers to written tasks. Overall rate of processing visual
information is somewhat slower while his ability to quickly process what he
hears is strong. He can carry on a conversation about a variety of topics
revealing a wealth of background knowledge. If you can obtain and maintain
his attention, he is able to remember things he hears in the short term and
is also able to recall them after a period of time. If you do not have to ask
this student to read and write you may not be aware of his learning
difficulties right away.

Begin thinking about how you could help this student in the classroom. If
you need additional information about this student, contact your instructor.
522-124 Supporting Students with Disabilities
Adaptation/Accommodation Plan
Target Competencies
Recommend program adaptations and accommodations for children with disabilities

Directions
1. Complete the readings, class activities and review handouts to develop an adaptation
plan for the Profile Student. You will need to include four points/ ideas for each section of
the adaptation/accommodation plan.
2. As you complete this assessment:
o review the scoring guide criteria shown below to ensure that you address each of
the criteria listed.
3. Reflect upon and include information you have gained from the readings and activities of
this learning plan.
4. Submit to instructor.

Scoring Standards:
3 Three points/ideas are listed under this section of the adaptation/accommodation plan
2 Two points/ideas are listed under this section of the adaptation/accommodation plan
1 One point/idea is listed under this section of the adaptation/accommodation plan
0 No points/ideas are listed under this section of the adaptation/accommodation plan

Scoring Guide Criteria and Ratings

No. Criteria

1. Plan lists adaptation to the physical environment 3 2 1 0

2. Plan lists adaptations to class time 3 2 1 0

3. Plan explains modifications of materials 3 2 1 0

4. Plan lists assistive technology or other special equipment 3 2 1 0

Plan describes ways support personnel are needed to assist the
5. child 3 2 1 0

6. Plan lists barriers to implementing adaptations in regular classroom 3 2 1 0

 3
7. Plan brainstorms ways to overcome these barriers 2 1 0

Total Points Earned /21