| Instructional variable | Modifications to accommodate to the requirements of a typical classroom |
| Level of task difficulty | - Provide alternative books with similar concepts but written at an easier reading or language level
- Use peer readers
- Provide audiotapes of textbooks
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| Duration of allotted time | - Shorten assignments to focus on mastery of key concepts
- Shorten spelling tests to focus on mastery of the most functional words
- Provide additional time to complete a task
- Allow extra time to turn in homework without a penalty
- Permit as much time as necessary to complete tests
- Break long-term assignments into small, sequential steps, with daily monitoring and frequent grading
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| Level of receptive and expressive language development | - Use language to match receptive language level of student
- Use simple statements
- Use gestures, diagrams, or models to emphasize meaning
- Reduce speaking tempo
- Maintain visual contact
- Provide summaries of chapters
- Use marker to highlight important textbook sections
- Provide the student with a list of discussion questions prior to reading the text
- Use both oral and printed directions
- Give directions in a series of short sentences
- Provide visual cues
- Grade spelling separately from content
- Provide possible answers for fill-in-the-blank tests
- Read and explain mathematical story problems
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| Level of visual-motor integration skills | - Use worksheets that require minimal writing
- Use multiple-choice or fill-in-the-blank questions rather than an essay
- Provide a print outline of lectures, videotapes, or assignments
- Omit assignments that require copying
- Substitute alternatives for written assignments
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| Quality of teacher-pupil relationship | - Modify school rules that may discriminate against the student
- Minimize the use of punishment; provide positive, as well as negative, consequences
- Provide a partial grade based on individual progress or effort
- Mark the correct responses rather than the incorrect responses
- Evaluate the classroom structure against the student's needs
- Focus instruction, when possible, on student's special interests
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