Curriculum Adaptations: Six Simple Strategies

Some children need more support in the classroom to fully participate in classroom activities and routines. Educators can provide this support through curriculum adaptations.

Who Needs Adaptations in the Classroom?

Curriculum adaptations are small changes an educator can make to a learning activity to better help a child engage and learn. Any child who struggles with a learning task or social situation might benefit from curriculum adaptations. The child in need may have a disability, may be a multilingual early learner, may be a young three-year-old, or may simply need a lesson offered in a different way. The reason for change matters less than the type of change that will meet their needs. 

Six Simple Strategies

Adaptations can be used during a variety of classroom routines and activities. Many times, small changes can create a big difference for a child who is struggling. Educators can try the six simple curriculum adaptations described below.  A definition and an example are provided for each one.

1. Environmental Support – changing the classroom environment to promote learning
   Example: A teacher uses trays or placements to help a child see the boundary of their table-top activity.
2. Materials Adaptation – modifying a material so the child can participate as independently as possible
   Example: A teacher tapes construction paper to the table so it remains in place while the child paints. 
3. Activity Simplification – simplifying a complicated task by breaking it into smaller parts or by reducing the number of steps
   Example: A teacher offers the child a small shoebox of Legos, rather than a large bin. This provides easier access to materials and is simpler for the child to clean up.
4. Child Preferences – integrating a child’s preferences into a learning activity to make it more appealing
   Example: A teacher adds dinosaurs to the block center, making it a more inviting choice for a student who often avoids block play. 
5. Peer Support – using peers to help children learn important objectives
   Example: A teacher invites one peer who knows how to zip a coat to be the “zipper expert”, helping friends with that skill before recess. 
6. Invisible Support – arranging naturally occurring events within an activity to encourage a child’s success
   Example: A teacher calls on a hesitant child second at group time, allowing them to listen a peer’s response first.

Rather than making adaptations in the moment, it is a good idea for teachers to consider adaptations that will work best during the planning process. Children will arrive to lessons and activities that have been adapted with their needs in mind, increasing their chances of engagement, enjoyment, and success.