Understanding Modifications, Adaptations & Accommodations

Modifications, adaptations and accommodations can be thought of as all the supports put in place to help a child be successful. The types of modifications and adaptations are really limitless and should be based on the individual child's needs. Common educational adaptations might include preferential seating in the front of the classroom, use of a calculator, use of a communication device, extra time for tasks, support from a paraprofessional, or other specific ways in which classroom activities are altered.

As a paraprofessional, you will probably make modifications throughout the day to adapt to a child's needs. Such things might include giving a child a ten-minute warning before changing activities, using when/then communication to gain compliance (when you finish cleaning up, then we'll read a story), making direct eye contact when giving instructions, etc. Knowing a child prefers a routine and is bothered by spur of the moment activities might suggest that providing a daily schedule of activities would be an appropriate modification for this child. Being able to recognize and share these types of interaction strategies with others is an important role for the paraprofessional.

When thinking about how to modify or adapt an activity to make it appropriate for a child, remember to use the least amount of modification necessary for the child to be successful. "Learned helplessness" through too many supports is not a goal.  Providing sufficient challenge without making a child discouraged is the key to successful modifications.

There are many ways to modify an activity.  Some common ones include:

  • Reduce the amount of work
    • Teacher cuts out half of the project, child cuts out half
    • Teacher reads a page, child reads a page
  • Increase the amount of time that the child is allowed to work on an activity
  • Pair up the child with another child to complete the activity together
    • Two children work together to complete a project making sure that both children are actively engaged and that one child does not become an observer only. Each child can be assigned specific tasks or the more independent child can be encouraged to "teach" the other child how to do the activity.
  • Simplify the activity
    • Instead of independently writing a response, have the child trace a prewritten record of a verbal response
    • Have a child choose a response from picture cues
    • Pre-complete some steps of a multi-step project

Every group activity can have multiple goals associated with it. Think about the activity goals in terms of creating an equal amount of challenge for each child participating in the activity.  For example, while creating a rock garden, one child might be encouraged to sort the rocks by type, another child might be examining the various colors of the rocks, another child might be counting the rocks and another child might be working on fine motor skills by picking up and manipulating the rocks from hand to hand. While each child has a different goal, each goal is designed to be of a similarly challenging nature for each child.

Contact Us

Johnna Darragh-Ernst

Professor Early Childhood Education

1500 W Raab Road
Normal, IL 61761
Phone: 309-268-8746

Email: johnna.darragh@heartland.edu