Adaptations and Modifications for Infants and Toddlers with

Disabilities in Home Based Settings

Developed and Presented by

Anita E. Allison, Great Lakes QIC-DAdapted from the Hilton/Early Head Start Training Program and the Early Childhood Report Volume 11, Issue 4

Infants and Toddlers learn:

nDuring every waking hour

n From all those with whom they come in contact

n From all things that they do, experience, and explore

Infants and toddlers with disabilities learn:nDuring every waking hour

n From all those with whom they come in contact

n From all things that they do, experience, and explore

Infants and toddlers with and without disabilities learn:

nWhen they are interested

nWhen they are engaged

n In functional activities (not engineered)

Making Modifications Work

n Avoid overdoing modifications

n Provide the child with a disability only the necessary amount of assistance

n Small groups work better than large ones

n Predictable routines and transition times always help

n Picture schedules and/or tactile cues are useful

Guidelines for Adapting Activities

n Determine how much assistance is needed

n Provide opportunities for children to choose activities

n Provide types of activities similar to those used by other children

Guidelines for activities (cont’d)n Position children appropriately to allow

for maximum independence

nRemember that individual children have individual learning styles

n Provide or adapt whatever additional equipment or materials may be necessary

Guidelines for Adapting Materialsn Keep materials from slipping off the table or

other surfaces

n Make handles bigger or add handles to things without them

n Bend spoon handles, use flexible straws and use nontipping or spouted cups with lids to make eating more independent

Guidelines for materials (cont’d)n Use toys that light up or have heavily

contrasting colors or heavy black outlines for children with visual impairments

n Put a bell inside a Nerf ball to help a child with limited sight play with others

n Make holes in beads bigger or use stiffer string (covering ends with tape)

Guidelines for materials (cont’d)n Add textured cues (sandpaper, fake fur,

vinyl) to help children who are blind or visually impaired to locate items

nUse picture cues to show how materials are used or to help a child tell you what he wants

Guidelines for materials (cont’d)nUse ramps, stairs and railings to help

children reach sinks, toilets and shelves, or to get to another level

n Position the child so he is supported, balanced and safe before starting a play activity