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Adaptation refers to changes in environment, curriculum, instruction, or assessment to help students participate meaningfully. Accommodation involves changes to how a student accesses information and demonstrates learning without substantially changing the level, content, or performance criteria. Modification involves changes to what a student is expected to learn to give them the opportunity to participate meaningfully.

The text also lists various support strategies, including:

1. Environmental supports (e.g., asking students about preferred supports, reducing clutter, providing visual supports)
2. Peer supports (e.g., creating a list of peers for support, rotating peer partners, allowing students to be helpers)
3. Pacing supports (e.g., giving more time on a task, reducing time, allowing choice in task time)
4. Foundational questions (e.g., how to support the student, increase participation, provide just right support)
5. Equipment supports (e.g., modified keyboard, assistive technology, alternative seating)
6. Self-management supports (e.g., daily schedule, to-do lists, organization apps)
7. Presentation of material/content supports (e.g., teaching in different formats, pre-teaching, using technology)
8. Material supports (e.g., providing technology, reducing information complexity, increasing font size)
9. Social supports (e.g., cooperative learning, peer tutoring, frequent partner work)
10. Human supports (e.g., special education consultation, in-class academic support, behavioral supports)

After deciding on supports, the text suggests considering whether the student prefers or enjoys the support, how long to provide the support, and when and how to fade the supports. The text also lists assessment supports, such as basing grades on individual progress, using IEP goals, and creating individual contracts.