If preschool teachers are to plan for each child on the basis of his or her needs, they must engage in several basic program adaptation procedures. They must know how to assess each child's individual skill levels in each area of development. They must also understand task analysis and be able to specify learning objectives for each child. Additionally, teachers must be adept at evaluating the program in terms of short- and long-term goals for individual children and for the group as a whole. Assessment of children's developmental skills can be accomplished in a variety of ways, including collecting information from anecdotal notes, language samples, counts and durations measures, criterion-referenced assessments, checklists, and rating scales. Teachers will need to employ task analysis as needed by individual children learning specific complex tasks in the context of routines, instructional periods, and exploration activities. Based on individual assessments and task analysis outcomes, learning objectives specified for each child should mesh with philosophically based program objectives. Another often neglected aspect of program adaptation involves frequent reevaluation of the total program. Adaptations encompassing the entire program can be accomplished by adjusting schedules, changing learning materials, and altering instructional activities and formats. (RH)