Provide learners with as much discretion and autonomy as possible by providing choices in such things like the level of perceived challenge, the context or content used for practicing and assessing skills, the color, design, or graphics of layouts, etc. and the sequence or timing for completion of subcomponents of tasks.

Allowing learners to participate in the design of classroom activities and academic tasks.

Finally by involve learners, where and whenever possible, in setting their own personal academic and behavioral goals.

Vary activities and sources of information so that they can be things like personalized and contextualized to learners’ lives, culturally relevant and responsive. appropriate for different age, ability, racial, cultural, ethnic, and gender groups.

Design activities so that learning outcomes are authentic, communicate to real audiences, and reflect a purpose that is clear to the participants

Provide tasks that allow for active participation, exploration and experimentation

Invite personal response, evaluation and self-reflection to content and activities

Include activities that foster the use of imagination to solve novel and relevant problems, or make sense of complex ideas in creative ways

Create an accepting and supportive classroom climate

Vary the level of novelty or risk, charts, calendars, schedules, visible timers, cues, etc. that can increase the predictability of daily activities and transitions.

• Alerts and previews that can help learners anticipate and prepare for changes in activities, schedules, and novel events

• Options that can, in contrast to the above, maximize the unexpected, surprising, or novel in highly routinized activities

Vary the level of sensory stimulation (In the presence of background noise or visual stimulation, noise buffers, number of features or items presented at a time.)

• Variation in pace of work, length of work sessions, availability of breaks or time-outs, or timing or sequence of activities

Vary the social demands required for learning or performance, the perceived level of support and protection and the requirements for public display and evaluation

Involve all participants in whole class discussions

Prompt or require learners to explicitly formulate or restate goal

Display the goal in multiple ways

Encourage division of long-term goals into short-term objectives

Demonstrate the use of hand-held or computer-based scheduling tools

Use prompts or scaffolds for visualizing desired outcome

Engage learners in assessment discussions of what constitutes excellence and generate relevant examples that connect to their cultural background and interests

Differentiate the degree of difficulty or complexity within which core activities can be completed

Provide alternatives in the permissible tools and scaffolds

Vary the degrees of freedom for acceptable performance

Emphasize process, effort, improvement in meeting standards as alternatives to external evaluation and competition

Create cooperative learning groups with clear goals, roles, and responsibilities

Create school-wide programs of positive behavior support with differentiated objectives and supports

Provide prompts that guide learners in when and how to ask peers and/or teachers for help

Encourage and support opportunities for peer interactions and supports (e.g., peer-tutors)

Construct communities of learners engaged in common interests or activities

Create expectations for group work (e.g., rubrics, norms, etc.)

Provide feedback that encourages perseverance, focuses on development of efficacy and self-awareness, and encourages the use of specific supports and strategies in the face of challenge

Provide feedback that emphasizes effort, improvement, and achieving a standard rather than on relative performance

Provide feedback that is frequent, timely, and specific

Provide feedback that is substantive and informative rather than comparative or competitive

Provide feedback that models how to incorporate evaluation, including identifying patterns of errors and wrong answers, into positive strategies for future success

Provide prompts, reminders, guides, rubrics, checklists that focus on self-regulatory goals like reducing the frequency of aggressive outbursts in response to frustration, increasing the length of on-task orientation in the face of distractions and elevating the frequency of self-reflection and self-reinforcements.

Provide coaches, mentors, or agents that model the process of setting personally appropriate goals that take into account both strengths and weaknesses.

Support activities that encourage self-reflection and identification of personal goals.

Offer devices, aids, or charts to assist individuals in learning to collect, chart and display data from their own behavior for the purpose of monitoring changes in those behaviors

Use activities that include a means by which learners get feedback and have access to alternative scaffolds (e.g., charts, templates, feedback displays) that support understanding progress in a manner that is understandable and timely

Display information in a flexible format so that the following perceptual features can be varied:

• The size of text, images, graphs, tables, or other visual content

• The contrast between background and text or image

• The color used for information or emphasis

• The volume or rate of speech or sound

• The speed or timing of video, animation, sound, simulations, etc.

• The layout of visual or other elements

• The font used for print materials

Use text equivalents in the form of captions or automated speech-to-text (voice recognition) for spoken language

Provide visual diagrams, charts, notations of music or sound

Provide American Sign Language (ASL) for spoken English

Use visual analogues to represent emphasis and prosody

Provide visual or tactile equivalents for sound effects or alerts

Provide descriptions for all images, graphics, video, or animations

Use touch equivalents for key visuals that represent concepts

Provide physical objects and spatial models to convey perspective or interaction

Provide auditory cues for key concepts and transitions in visual information

Follow accessibility standards when creating digital text

Allow for a competent aide, partner, or “intervener” to read text aloud

Pre-teach vocabulary and symbols, especially in ways that promote connection to the learners’ experience and prior knowledge.

Provide graphic symbols with alternative text descriptions.

Highlight how complex terms, expressions, or equations are composed of simpler words or symbols.

Embed support for vocabulary and symbols within the text.

Embed support for unfamiliar references within the text.

Clarify unfamiliar syntax or underlying structure through alternatives that:

• Highlight structural relations or make them more explicit.

• Make connections to previously learned structures.

• Make relationships between elements explicit.

Allow the use of Text-to-Speech

Use automatic voicing with digital mathematical notation

Use digital text with an accompanying human voice recording

Allow for flexibility and easy access to multiple representations of notation where appropriate

Offer clarification of notation through lists of key terms

Make all key information in the dominant language also available in first languages for learners with limited-English proficiency and in ASL for learners who are deaf

Link key vocabulary words to definitions and pronunciations in both dominant and heritage languages

Provide electronic translation tools or links to multilingual glossaries on the web

Embed visual, non-linguistic supports for vocabulary clarification

Present key concepts in one form of symbolic representation with an alternative form.

Make explicit links between information provided in texts and any accompanying representation of that information in illustrations, equations, charts, or diagrams.

Anchor instruction by linking to and activating relevant prior knowledge

Pre-teach critical prerequisite concepts through demonstration or models

Bridge concepts with relevant analogies and metaphors

Make explicit cross-curricular connections

Highlight or emphasize key elements in text, graphics, diagrams, formulas

Use outlines, graphic organizers, unit organizer routines, concept organizer routines, and concept mastery routines to emphasize key ideas and relationships

Use multiple examples and non-examples to emphasize critical features

Use cues and prompts to draw attention to critical features

Highlight previously learned skills that can be used to solve unfamiliar problems

Give explicit prompts for each step in a sequential process

Provide options for organizational methods and approaches

Introduce graduated scaffolds that support information processing strategies

Provide multiple entry points to a lesson and optional pathways through content

Progressively release information

Remove unnecessary distractions unless they are essential to the instructional goal

Provide checklists, organizers, sticky notes, electronic reminders

Prompt the use of mnemonic strategies and devices

Provide templates, graphic organizers, concept maps to support note-taking

Provide scaffolds that connect new information to prior knowledge

Provide explicit, supported opportunities to generalize learning to new situations

Offer opportunities over time to revisit key ideas and linkages between ideas

Provide alternatives in the requirements for rate, timing, speed, and range of motor action required to interact with instructional materials, physical manipulatives, and technologies

Provide alternatives for physically responding or indicating selections

Provide alternatives for physically interacting with materials by hand, voice, single switch, joystick, keyboard, or adapted keyboard

Provide alternate keyboard commands for mouse action

Build switch and scanning options for increased independent access and keyboard alternatives

Customize overlays for touch screens and keyboards

Select software that works seamlessly with keyboard alternatives and alt keys

Compose in multiple media such as text, speech, drawing, illustration, comics, storyboards, design, film, music, video, etc.

Use physical manipulatives

Use social media and interactive web tools

Solve problems using a variety of strategies

Provide spellcheckers, grammar checkers, word prediction software

Provide calculators, graphing calculators, geometric sketchpads, or pre-formatted graph paper

Use story webs, outlining tools, or concept mapping tools

Provide Computer-Aided-Design (CAD), music notation (writing) software, or mathematical notation software

Provide virtual or concrete mathematics manipulatives

Provide differentiated models to emulate

Provide differentiated mentors

Provide differentiated feedback

Provide multiple examples of novel solutions to authentic problems

Provide prompts and scaffolds to estimate effort, resources, and difficulty

Provide models or examples of the process and product of goal-setting

Provide guides and checklists for scaffolding goal-setting

Post goals, objectives, and schedules in an obvious place

Embed prompts to “stop and think” before acting as well as adequate space

Embed prompts to “show and explain your work"

Provide checklists and project planning templates for understanding the problem, setting up prioritization, sequences, and schedules of steps

Provide guides for breaking long-term goals into reachable short-term objectives

Provide graphic organizers and templates for data collection and organizing information

Embed prompts for categorizing and systematizing

Provide checklists and guides for note-taking

Ask questions to guide self-monitoring and reflection

Show representations of progress

Prompt learners to identify the type of feedback or advice that they are seeking

Provide differentiated models of self-assessment strategies

Use of assessment checklists, scoring rubrics, and multiple examples of annotated student work/performance examples