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The objective of this study is to introduce instructional adaptation to the ‘Technology-household subject’ and to investigate its effects on the class participating behavior and academic achievement of three students who are with mild mental retardation and the first year students of junior high school attending an inclusive class. The effects of instructional adaptation in Technology-household subject on class participation and academic achievement were measured by the multiple-baseline design across subjects. The results of analysis are as follow. First, a class participation behavior was increased in all students, and a out-of-seat behavior was decreased in all students. The application of instructional adaptation turned out to have positive impacts on increasing the class participation behavior rate and decreasing the out-of-seat behavior rate of the students with mild intellectual disabilities Second, academic achievement was increased in all students. Based on these findings, implications for the future study were discussed.

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