The Adaptive Dimension refers to the concept of making adjustments in approved educational programs to accommodate diversity in student learning needs, and to practices undertaken to make the approved core curriculum, instruction, and the learning environment meaningful and appropriate for each student. Adaptation takes into account the shift away from teacher-centered classrooms to student-centered classrooms in which students take responsibility for their own learning. The teacher's role changes from that of the central figure who directs all learning to that of supporter and facilitator of student learning. This document provides a conceptual framework and a comprehensive rationale for adaptation, including philosophical, psychological, and pedagogical bases for the position that it is an appropriate response to managing the challenges associated with maximizing student learning. Support is provided for the position that decisions about adaptations are best made by professionals working with students on a daily basis. It is the teacher as decision maker who assesses the needs of each learner in the classroom and exercises professional judgment regarding the adaptive variables. (Contains 52 references.) (LL)