Individual adaptation and support Plan

Running head: ADAPTATIONS/SUPPORT PLAN 1

Individualized Adaptations and Support Plan

ADAPTATIONS/SUPPORT PLAN 2

Individualized Adaptations and Support Plan

The purpose of individualized adaptations and support plans is to tailor the student’s

educational plan to fit the individual student. Each student has individual needs based on their

strengths and weaknesses; this is especially true of students with disabilities. By providing a

detailed adaptation and support plan all person’s working with the student to have a better

understanding of the students’ needs therefore providing the student with the best possible

education.

Present Level of Performance

Frieda is currently 12 years old and entering the sixth grade. She has been identified as

having global delays. According to the WISC-II Frieda’s Full-Scale IQ is considered below

average for her age at 44. Her verbal skill IQ of 50 and nonverbal skill IQ of 46 also both are

below average for her age. Her achievements in academics are below average of that of her peers.

Her scores are as follows: reading comprehension 26, math calculation skills 26, and she refused

to do the written expression. On the Connor’s Rating Scale which measures behavior

characteristics and adaptive behavior she showed abnormal scores in areas such as: oppositional,

cognitive problems/inattention, anxious-shy, social problems, along with other areas of attention.

Forms were completed by her special education teacher and her grandmother. Parents are

concerned that too much time is spent repeating work that has been done for years. Their major

concerns are for her to develop independence and social acceptance while gaining academic

skills. Impact of Exceptionality:

Frieda gets along with peers and teachers and is well liked. Frieda has functional abilities

ranging from 3 to 5 years with some social skills up to about 6 or 7 years. She has limited verbal

language abilities, but communicates using signs, gestures, and recently a communication board.

ADAPTATIONS/SUPPORT PLAN 3

The limited communication plays a large part in her interactions with her peers. Other students

are reluctant to approach and/or reach out to her. Her limited ability to communicate makes it

hard to know what Frieda’s capabilities are and what she is thinking. Her refusal to do things she

does not like such as the written expression testing adversely affects her education. Her lack of

motivation and interest also plays a role in her ability level both in educational endeavors and

with peer interactions. She needs to overcome her lack of interest and be motivated to learn to

improve in any area.

Annual Goal: (functional academic)

Frieda will use her functional reading skills to help her identify signs and people in her

community to assist her 85% of the time by the end of the school year.

Objective/benchmarks:

1. Frieda will use her functional reading skills to help her read signs when she is out in

the community 75% of the time by the end of the semester.

2. Frieda will use her functional reading skills to help her identify community helpers

(police, firefighters) to assist her 80% of time by the end of 3rd nine weeks.

3. Frieda will use her functional reading skills to help her identify signs and community

helpers to assist her 85% of the time by the end of the school year.

Annual Goal: (Communication)

Freda will use a communication board to communicate her needs and wants to the

teacher and her peers by 80% by the end of the school year.

ADAPTATIONS/SUPPORT PLAN 4

Objective/benchmarks:

1. Frieda will use her communication board to communicate her needs to her peers 70%

of the time by the end of the 1st nine weeks.

2. Frieda will use her communication board to communicate her needs and wants to her

teacher 75% of the time by the end of 3rd nine weeks.

3. Frieda will use her communication board to communicate her wants and needs to her

teacher and peers 80% of the time by the end of the school year.

Annual Goal: (Interpersonal)

Frieda will interact with her peers by participating in cooperative activities 75% of the

time by the end of the school year.

Objective/benchmarks:

1. Frieda will work with a peer on a project related to an assignment scoring 70% by the

1st semester.

2. Frieda will work with a group of three other students on a project related to a class

assignment scoring 75% by the end of the school year.

3. Frieda will work with other students in her class to present a PowerPoint on a topic

chosen and score 75% by the end of the school year.

ADAPTATIONS/SUPPORT PLAN 5

Individualized Adaptations and Support Plan

Student: Frieda Class/Grade: Sixth grade Date: April 12, 2025

Classroom Teacher: Gates Special Educator: Gates

Curriculum Adaptations • Frieda’s curriculum goals will be modified to develop her functional reading skills to

enable her to recognize places such as restrooms and persons to assist her such as police and firefighters.

• Frieda has additional goals in interaction and communication skills.

General Instructional Adaptations to Use Throughout the Day • Frieda will only be given assistance on an as needed basis. She will gain independence

using her communication board. • Encourage Frieda to seek out peers for assistance when appropriate to build peer

connections and interactions. • Give visual prompts and verbal cues when needed to gain Frieda’s attention or to

redirect. • Throughout the day refer to signs that are necessary skills or represent places and/or

people such as: police, fire department, hospital, and restrooms.

Adaptations to the Class Schedule and Activities

Class Activity IEP Goals General Adaptions (instructional and alternative)

Specific Adaptations

7:59-8:45 Morning Routine: Role, Stand for pledge, Bell work, Language Art

• Independent morning routine.

• Work on communication

skills. • Work with

peers • Work in small

groups

• Frieda reads the sign on the restroom that indicates it is

the girl’s restroom before going

inside. • She returns to

the classroom for role.

• She does bell work that is geared to helping her recognize

• Visual Aids will be on classroom walls that indicate safe people or people to go to for help.

• Frieda will do lessons with a different partner as assigned to help her learn

to

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symbols of emergency person’s. • Lessons will

be adapted for Frieda to build communication skills with her

peers.

communicate with her peers.

• Group work will include

Frieda. • Frieda will

communicate her ideas to the group or her peer partner using her communication board when possible.

8:45-9:35 Reading

• Work on communication

skills. • Work with

peers • Work in small

groups

• Lessons will be adapted for Frieda to build communication skills with her

peers. • Provide visual

supports and manipulatives to support mathematical learning.

• Frieda will do lessons with a different partner as assigned to help her learn

to communicate with her peers.

• Group work will include

Frieda. • Frieda will

communicate her ideas to the group or her peer partner using her communication board when possible.

(Brown, F., McDonnell, J., Snell, M.E., 2016) ADAPTATIONS/SUPPORT PLAN 7

References

Brown, F., McDonnell, J., Snell, M.E. (2016). Insturction of students with severe disabilities,

eigth edition. Boston: Pearson Education, Inc.