Adaptations

ADAPTATIONS IN GENERAL AND SPECIAL EDUCATION
ACCOMMODATIONS IN STATE/DISTRICT WIDE TESTS
Definition of Adaptations: Adaptations are a description of the changes in general and special education
that are needed for the student to meet his/her goals and objectives. This includes accommodations or
modifications to the general and special education programs, supplemental aids (including assistive
technology) and/or supports from school personnel to meet the needs of the student.
Adaptations do not change the rigor or expectations to the curriculum at the student’s grade. Adaptations
include changes like:
 additional time to complete assignments or tests
 oral test
 oral reports
 preferred seating
 changes in presentation of lessons such as oral and printed directions
 tests read
Modifications do change the rigor or expectations and should be made when the expectations are beyond
the student’s level of ability. Modifications may be minimal or very complex depending on the student
performance. Examples of modifications include:
 individualize expectations or materials for an activity
 assigning different tasks or expectations for assignments
 grading (modifications, pass/fail, open book tests)
 alternative assignments
 modified tests
 modifications to the discipline policy
 open book test
In addition to accommodations or modifications to the general education curriculum, a student might

require the use of special instructional strategies or techniques that are designed to meet the student’s
learning style or developmental level. Examples of strategies include:
 visual cues
 alphabet strip
 number line
 name stamp
 visual schedule
 duration map
A final form of adaptation would be the use of supplemental aids, services or adaptive equipment:
 adapted keyboard
 specialized software
 amplification system
 adaptive feeding equipment
 standers or other supportive equipment
 locker punch lock
 books on tape
 copy of teacher’s notes
 accessible bathroom
 pencil grips
 Orton-Gillingham trained staff
 administration of medication
 supervision from staff with walkie-talkie for quick access to nursing assistance
 staff trained in CPI techniques
Updated August 2011

State and District Wide Assessments
An important and special form of adaptations are accommodations or modifications to State and District-
wide assessments.
Accommodations: Since accommodations do not change the expectations or rigor of the task they do
maintain the validity of the testing. Typically accommodations fall within the following categories:
 Presentation which include having directions read, large print test booklets or brailled tests
 Response accommodations include writing in the answer book or dictating answers
 Setting which would include small group or individual testing
 Timing which includes breaks in testing, expanded time
Modifications: Modifications to State and District Wide Assessments do change the rigor. The modification
to the statewide assessment is the Minnesota Test of Academic Skills or the MTAS. Modifications of
districtwide tests could include administering only a portion of the assessment.
Exemptions: Exemptions are not allowable in State Assessments. IEP teams may determine, however to
exempt a student from district wide assessments.
When determining if a student requires adaptations to State or District-wide assessments it is important to

consider what types of adaptations the student requires in his day-to-day learning environment. It is not
appropriate to provide adaptations that are not typical for the student or not required for the student to be
successful.
Common Mistakes
 listing adaptations that have nothing to do with the student’s disability (for example- it would be
inappropriate to list an accommodation to have tests read when the student does not have an
identified with a reading disability)
 listing adaptations that MAY happen rather than adaptations the student MUST have to be
successful
 identifying the need for paraeducator assistance without identifying the para’s responsibilities- if
para responsibilities are related to third party billing make sure you specifically identify the
responsibilities. If the para responsibilities are not related to third party billing or are more
general, you could list these in the extended description section on the service page.
It is not appropriate to use a laundry list of accommodations or modifications. It is also not appropriate to
use the terms “the student may…” or “the student might…”. What does the NEEDS to benefit from the
general education curriculum?
If the student does not require the accommodations or modifications all the time, identify the conditions
under which he will require accommodations or modifications. For example, a student who does not have a
reading disability but does have a math disability would probably not require an accommodation of having
tests read. However, if the IEP documents that the student becomes highly anxious when being tested in
new math concepts or during high stakes testing, it would be appropriate to identify the following as an
accommodation.
 Student will be tested in a small group setting with tests read when being tested on new math
concepts or during high-stakes test.
Updated August 2011

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ADAPTATIONS IN GENERAL AND SPECIAL EDUCATION

ACCOMMODATIONS IN STATE/DISTRICT WIDE TESTS

In addition to accommodations or modifications to the general education curriculum, a student might

Updated August 2011

When determining if a student requires adaptations to State or District-wide assessments it is important to

Updated August 2011

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