After introductory material discussing the impact of an increasingly older student population on traditional higher education practices, this report examines the adaptation of college curricula to the special needs of older adult students. The report first examines the level of service to older adults provided by the California community colleges during the years 1972 through 1978 and then describes the types of adults served by the colleges: (1) self-motivated students with total self-determination and mobility; (2) self-motivated students with limited mobility; and (3) institutionalized students with no mobility. Assumptions concerning the special needs of adult students are then outlined as they relate to program planning instructional methods, admissions, and counseling. This is followed by a chart illustrating the dichotomy between the characteristics of traditional and older students and by a discussion of an ecological approach to special program planning, under which the college adapts the learning environment to the unique needs of each of the three adult learning types. Finally, the report describes the adaptive programming of an artistic dance class for the institutionalized and of a holistic physical education course for the aged. The philosophy and format of each course are discussed. Appended to the report are descriptions of model adaptive education programs. (JP)