Step 2: Identify the Demands That Students Are Not Meeting

Once a plan is in place, the individuals or team responsible for creating adaptations will need to observe how the target students perform when they are given tasks requiring the use of typical instructional materials. If students have difficulty with a task, different solutions may be required, depending on the level of difficulty. A problem may occur at one or all of the following levels:

Level 1:

Acquiring or getting the important information from written materials.

Level 2:

Storing or remembering information presented in materials so that the information can be used at a later date.

Level 3:

Expressing information or demonstrating competence on written tests.

For example, if a student has a problem at Level 1, the student probably is not going to be successful at Levels 2 or 3 without intervention at those levels as well. If the problem is at Level 2, the student probably is not going to be successful at Level 3. In other words, some students may need adaptations and/or instruction at all three levels. Thus, once a task has been identified, the level of the task determines the level of the intervention.

More on Adapting L.A., S.S., and Science Materials for the Inclusive Classroom.

Council for Exceptional Children

Provided in partnership with The Council for Exceptional Children.


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