Curricular Modifications

Jayden often seemed confused and didn’t know where to go when the group

transitioned to new activities throughout the day. His teachers paired him up

with a buddy who knew the routine well. Jayden is now able to remain with the

group for each transition.

• Environmental Support

• Peer Support

• Materials Adaptations

• Adult Support

• Simplify the Activity

Max has low muscle tone and has a hard time sitting in a comfortable, upright

position during circle time. His teachers decided that during circle time they

would offer him some extra support with a cube chair. He now is able to sit

comfortably during circle and is able to use his energy to engage more in song

and finger play.

• Environmental Support

• Special Equipment

• Materials Adaptation

• Invisible Support

Natasha had difficulty completing all the steps of washing and drying her hands.

Her teachers decided to help her with each step except the last and to gradually

increase the steps that she is required to do independently. Natasha now only

needs help turning the water on and getting soap; the rest she does by herself.

• Simplify the Activity

• Peer Support

• Invisible Support

• Special Equipment

Andrew never seemed tired and got very restless and loud during rest time.

His teachers decided to leave a bucket of his favorite books next to his mat. He

now quietly looks at books during nap and does not bother the other children.

• Simplify the Activity

• Adult Support

• Child Preference

• Environmental Support

Tiffany had a tendency to run around the room during center time without

engaging with toys for long. Her teachers decided to position themselves near

her once she had entered an area so they could act as a barrier to keep her from

running in and out. They also modeled ways to play with the toys in that area.

Tiffany now stays in one area for a couple minutes before moving on to the next.

• Materials Adaptation

• Environmental Support

• Simplify the Activity

• Adult Support

During cooking and small group activities that require stirring, Pablo would get

embarrassed because he lacked the strength and coordination to stir when a

mixture was thick. His teachers decided to let him take his turn at the end, after

the other children had added most of the liquid so that the mixture was easier

to stir. Pablo now participates independently in cooking projects without any

embarrassment.

• Environmental Support

• Simplify the Activity

• Invisible Support

• Child Preference

During free choice, Maya wanted to play only on the computer and was not

taking advantage of all of the other learning centers, and she would get very

upset when she was asked to try something else. Her teachers decided to

make her a simple visual that said “First_______, Then (picture of computer).”

She could choose a picture of the activity that she was going to do before

computer and place it on the visual. Then she was expected to go to that center

before she could have time on the computer. She now needs the visual only

occasionally, as a reminder. She has found that she really enjoys many of the

other classroom activities.

• Child Preferences

• Peer Support

• Materials Adaptation

• Environmental Support

Lola loved looking at the puzzles in the manipulatives center and pointing to the

pictures, but she never wanted to put the pieces in. It was too difficult for her

to grasp the small knobs. Her teachers decided to glue spools to the tops of the

pieces. She now loves to independently work on puzzles with her peers.

• Materials Adaptation

• Adult Support

• Environmental Support

• Special Equipment