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Modifying the instructional program of mainstreamed pupils not only meets individual needs but also results in a successful school experience. This article summarizes instructional adaptations which help not only behavior disordered mainstreamed students but all students to be successful. These strategies, field tested by educators teaching in rural settings, easily implemented in regular class settings, can be grouped into five major categories: teaching modes, media, content format, evaluation, and management.

Recognizing the need for making adaptations for special students in regular classes, Project Train at Virginia Commonwealth University has developed a model for adapting the curriculum for mildly handicapped children (Wood 1985). The model is generic to all academic subjects and grades K-12. This article focuses on adapting the construction of teacher made mathematics tests for mildly handicapped children, that is, the educable mentally retarded, the emotionally handicapped, and the learning disabled, in the mainstream.