INCLUSIVE IEPs: ADAPTATION CHECKLIST
STUDENT_____________________________________ DOB_______________
DATE______________________ COMPLETED BY________________________
The following adaptations are appropriate and necessary for this student. Check all that apply.
Pacing
_____ Extend time requirements
_____ Vary activity often
_____ Allow breaks
_____ Omit assignments requiring copy in timed situation
_____ School texts sent home for summer preview
_____ Home set of texts/materials for preview/review
_____ Other
Environment
____ Preferential seating
____ Planned seating ____ Bus ____ Classroom
____ Lunchroom ____ Auditorium
____ Alter physical room arrangement
____ Define areas concretely
____ Reduce/minimize distractions:
____ Visual ____ Auditory
____ Spatial ____ Movement
____ Teach positive rules for use of space
____ Other _______________________________
Presentation of Subject Matter
____ Teach to student’s learning style
____ Linguistic ____ Logical/math ____ Musical
____ Spatial ____ Bodily/Kinesthetic ____ Interpersonal
____ Utilize special curriculum
____ Teacher tape lectures/discussions for replay
____ Teacher provide notes
____ NCR paper for peer to provide notes
____ Functional application of academic skills
____ Present demonstrations (model)
____ utilize manipulatives
____ Emphasize critical information
____ Pre-teach vocabulary
____ Make/use vocabulary files
____ Reduce language level of reading assignment
____ Use total communication ____ Use facilitated communication
____ Share activities
____ Use visual sequences
____ Other __________________________
Materials
____ Arrangement of material on page ____ Taped texts and/or other class materials
____ Highlighted texts / study guides ____ Use supplementary materials
____ Note taking assistance: carbonless or Xerox copy of notes of regular students
____ Type teacher material ____ Large print
____ Special Equipment:
____ electric typewriter ____ AAC device
____ calculator ____ Electronic
____ homemade ____ computer
____ Telephone adaptations ____ Video recorder
____ Other __________________________________
Assignments
____ Give directions in small, distinct steps (written/picture/verbal)
____ Use written back up for oral directions
____ Lower difficulty level
____ Shorten assignment
____ Reduce paper and pencil tasks
____ Read or tape record directions to student
____ Use pictorial directions
____ Give extra cues or prompts
____ Allow student to record or type assignment
____ Utilize compensatory procedures by providing alternative assignment / strategy when demands
of class conflict with student capabilities
____ Avoid penalizing for spelling errors/sloppy work
____ Avoid penalizing for penmanship
____ Other ________________________________
Self Management / Follow Through
____ Visual daily schedule
____ Calendars
____ Check often for understanding / review
____ Request parent reinforcement
____ Have student repeat directions
____ Teach study skills
____ Use study sheets to organize material
____ Design / write / use long term assignment timelines
____ Review and practice in real situations
____ Plan for generalizations
____ Teach skill in several settings / environments
____ Other _________________________________
Testing Adaptations
____ Oral ____ Short Answer
____ Taped ____ Multiple Choice
____ Pictures ____ Modify format
____ Read test to student ____ Shorten length
____ Preview language of test questions ____ Extend time frame
____ Applications in real settings ____ Test administered by resource person
____ Other _________________________
Social Interaction Support
____ Peer advocacy
____ Peer tutoring
____ Structure activities to create opportunities of social interaction
____ Focus on social process rather than activity / end product
____ Structure, shared experiences in school, extracurricular
____ Cooperative learning groups
____ Use multiple / rotating peers
____ Teach friendship skills / sharing / negotiation
____ Teach social communication skills
____ Greetings ____ Conversation turn taking
____ Sharing ____ Negotiation
____ Other __________________________
Motivation and Reinforcement
____ Verbal ____ Non-verbal
____ Positive Reinforcement ____ Concrete reinforcement, e.g., _________________
____ Planned motivating sequences of activities
____ Reinforce initiation ____ Offer choice
____ Use strengths / interest often Other __________________________________
Adapted from North East Independent School District of San Antonia, Texas, by IRCA