| Examples of Adaptations for Special Needs | ||||
|---|---|---|---|---|
| Physical Limitations (Office of Head Start, 2012) | Visual Impairments (Cox & Dykes, 2001; Monahan, 2011) | Speech and/ or Hearing Impairments (Anderson, 2012) | Learning Disabilities and Behavioral Issues (Office of Head Start, 2012) | Gifted and Talented (Cook & Cook, 2005) |
| Modify equipment for access (e.g., raising or lowering easel, taping feet to trike pedals). | Maintain unobstructed pathways and keep furniture and materials always in the same place. | Reduce background noise; make eye contact when speaking. | Reduce distractions (e.g., give one material at a time; limit choices). | Offer differentiated materials and activities that provide sufficient challenge. |
| Arrange furniture for safe and easy access. | Familiarization with locations of all spaces the child will use. | Use hand signals to communicate needs; offer interpreter and/or sign language training. | Use picture charts for step-by-step directions or schedules. | Provide opportunities to work independently. |
| Adapt materials so child can work as independently as possible. | Arrange special lighting and/or magnification devices. | Maintain predictable routines. | Work with children in small groups or individually. | Work with children in small groups or individually. |
| Allow extra time for physical tasks that are difficult, such as dressing or eating. | Provide seating close to needed resources. | Arrange seating close to the teacher. | Seat distractible child in lap for large-group activities. | |
| Simplify routines to as few steps as possible. | Provide reading matter with large or raised print; large, brightly colored or high-contrast toys; materials with textured surfaces. | Provide amplification devices. | ||