Curriculum Modifications and Adaptations

Han dout 15 Curriculum Modifications and Adaptations

 Environmental Arrangement – Alter the physical, social, or temporal environment to promote participation, engagement, and learning o i.e., provide individual workspaces using trays, box lids, or placemats, or well-defined space for sitting in circle using tape, low chair with arms, bean bag, ball, etc.

 Materials Modification – Modify materials so that the child can participate as independently as possible o i.e., stabilize materials using tape, Velcro, or nonskid backing

 Simplify the Activity – Simplify a complicated or difficult task o i.e., break down a task into smaller, manageable steps, or use visual supports with clear steps for beginning, middle, and end.

 Special Equipment – Adaptive devices that allow a child to participate, or increase the level of participation o i.e., ensure that child has armrests or foot plate on chair for support, visual supports for making transitions, or voice output devices for taking a turn.

 Peer Support –Utilize peers to help children learn important objectives o i.e., pair the child with a competent peer as a model, or train the peer to invite the child to play, get the child’s attention, or respond to inappropriate behavior (“Stop – I don’t like that!”)

 Adult Support – An adult intervenes to support the child’s participation and learning o i.e., provide a model of another way to play or expand on the child’s play, or facilitate use of problem solving process using cue cards or other supports

 Child Preferences – Identify and integrate the child’s preferences into the daily activities and routines o i.e., incorporate the child’s favorite toy or peer into the specific area or activity, or follow a nonpreferred activity with a favorite.

 Invisible Support – A purposeful arrangement of naturally occurring events within an activity o i.e., sequence turns to increase the likelihood the child will participate and be successful (have child with strong communication skills model an appropriate response before asking a child for whom the response may be difficult.)

From: Sandall, S. R. & Schwartz, I. S. (2008). Building blocks for teaching preschoolers with special needs (2nd ed.). Baltimore: Paul H. Brooks.