This digest, based on a larger publication of the same title, offers a nine-step process for planning and implementing adaptations to instructional materials for students with disabilities in the inclusive classroom. Introductory material notes that adaptations should be approached as a short-term solution to increase access to the curriculum and to increase the probability the student will be able to complete an academic task and should be considered to be a bridge to skill development, not a substitute for intensive instruction in necessary skills. The steps are: (1) create a plan for adapting materials; (2) identify and evaluate the demands that students are not meeting; (3) develop goals for teaching strategies and making adaptations; (4) determine whether content or format adaptations are needed; (5) identify the features of the materials that need to be adapted; (6) determine the type of adaptation that will enable the student to meet the demand; (7) inform students and parents about the adaptation; (8) implement, evaluate, and adjust the adaptation; and (9) fade the adaptation when possible. (DB)