Ten Ways of Adapting or Modifying the Delivery of Fit Kids Activities to Students with Identified Disabilities

1. Size ~ reduce the number of items that the child is expected to learn or complete. For example: reduce the number of motor skills, game rules, etc., that a child is to learn in one class or for the course. Reduce or enlarge the size of the general area, court, or playing surface in which the child participates in a game or activity. Alter
2. Expectations ~ adapt the rules or expectations for the child with a disability. For example: engage in the same activity, use the same equipment, but expect different outcomes based on an individual child's abilities.
3. Participation ~ change the roles in which the child with a disability is actively involved in the or activity. For example: (other than scorer and referee) create or provide alternative positions and responsibilities for all players in a game, -- make it part of the overall activity that everyone must play each position.
4. Parallel Activity ~ offer a similar activity modified so that it better meets the needs and abilities of the child with a disability and play it at the same time as the real game with all students on a rotation bases.
5. Substitute Curriculum ~ provide an alternative activity for the child with a disability when the standard course of study offering is not appropriate. For example: while other children are participating in one activity the child with a disability participates in ones that are more suitable for their needs .
6. Time ~ reduce or extend the time allotted and allowed for learning, task completion, or testing. For example: individualize a time line for completing or learning a task based on the needs of the child. Allow twice as much time to practice a motor skill; rather than teaching two in a class period only teach one.
7. Level of Support ~ increase the amount of direct assistance to the child with a disability. For example: provide PEER teachers, teaching assistance etc., to support during class.
8. Difficulties ~ alter the expectations for the level of skill development; reduce number of repetitions, or the way a task can be accomplished. For example: expect 3rd grade work mastery on motor skills for a 6th grade child with mild motor delays as indicated by the IEP.
9. Input ~ consider the different learning styles of the child with a disability and plan for alternate ways instruction is delivered to meet their needs. Use different visual aids, plan more concrete example, provide hands on activities, and place students in cooperative groups. For example: write out instructions for the child who is hearing impaired, Braille for the blind child, demonstrate for children who can not read or who learn best through imitation. Explore all learning styles.
10. Output ~ be aware of how the student communicates, responds to instruction, expresses feelings. For example: Have the child verbalize how to perform a motor skill rather than demonstrate it when skill testing. Describe how best they can accomplish the task. Establish criteria as in a contract.

Developed by: Jim Rich