1. Adaptation Strategies

2. Theoretical Constructs
Adaptation Theory – The concept that many activities will only be accessible to children with disabilities if adapted.
Normalization Theory – The idea that children with disabilities should be afforded the same opportunities in life as their same-aged peers.

3. Theoretical Constructs
Self-determination theory – The belief that individuals with disabilities should be provided with choices, creating autonomy over their own lives.
Empowerment theory – The theory that when individuals with disabilities take advantage of the choices given whenever possible, empowerment will become intrinsic.

4. Equipment Implements – Sticks, Paddles, Bats, Rackets, Scoops
Targets – Wall, Floor, Bases, Goals, Nets, Containers, Free Standing
Manipulatives – Balls, Pucks, Shuttles, Sport related balls, Objects, Beachballs, Balloons, Stuffed animals, Cubes, Batons, Streamers
Assistive Devices – Sound or light sources,

5. Equipment Adaptations decrease injury, increase success
Size – larger smaller
Length/Width/Height – shorter, lower, wider
Weight – lighter heavier
Grip – larger, smaller, softer, molded
Composition/texture – foam, fleece, plastic
Color – many colors, contrast

6. Spaces Fields - outdoors Courts – outdoors or indoors
Boundaries - around a space
Rooms – classroom, stage, cafeteria,
Playground – outside (cement or blacktop)

7. Space Adaptations Height, ceiling or wall
Length and width of field or court
Increase or decrease boundaries, markers, type
Designate space or boundary for an individual
Surface change, lighting, temperature.
Reduce visual or auditory distractions
Reduce objects/equipment in the space
Color and contrast - walls, outside space, sun,

8. Coordination
Skills – Locomotor, Nonlocomotor, Manipulative (strike, catch, throw)
Abilities - Balance, strength, endurance, flexibility
Game Play – Strategies
Players – Number, Positions, Teams, Partners, Individuals
Rules – How the activity or game occurs.

9. Change Coordination Requirements
Use a closed skill before an open skill
Change game or activity rules
Change the time limit
Use a stationary or moving position
Decrease accuracy
Decrease speed, force, distance
Change the strategy

10. Adaptation Checklist Is the adaptation safe?
Does the modification maintain the concept of the game?
Was the child included in the adaptation and does she or he embrace the concept?
Is the game still age-appropriate?
Is the child still included successfully?

11. Checklist cont. Does the adaptation provide a challenge?
Does the adaptation address class goals or IEP goals?
Does the adaptation alienate the child from the rest of the class
Could the adaptation be minimized or eliminated?