| Table 4.2: 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. |
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| 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. |
Ensure that there is ample time and notice of transition times. |
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