Despite the sincere interest of many teachers to address the varying educational needs of their students (Scruggs and Mastropieri 1994), the current emphasis on inclusion remains a source of frustration, misunderstanding, and distrust by some teachers, parents, and students. Many regular educators are ill prepared or supported to accept the challenges of teaching students with special needs. One of the dilemmas that they often face is how to modify these activities so that they are accessible to a wider range of students. This article offers suggestions for modifying favorite activities so that they are accessible to students with hearing, visual, motor, or learning disabilities.