Accommodations and

ModificationsWhat are they?

Misconceptions about learning disabilitiesWhat is the general education teachers role?

What is the difference?Accommodations

Modifications

Accommodations

changes to the course content, teaching strategies, and standards!

AccommodationsLocation

environmental structuring

timing

test preparations Expectations

Scheduling

provide access for a student with a disability to participate in a course/standard/test

student responses

Accommodations

DO NOT fundamentally

alter or lower the standards or expectations of the course/standard/test

Modifications

DO fundamentally Or lower the standards or

expectations of the course/standard/test.

alter

Accommodations notes/outlinestype-written workhighlighted text

Daily agenda checks between

home/schoolPreferential seatingability to leave room

peer buddy behavior rewardExtended time on

assignmentsShortened assignments

simplification of directions

Reduction of homework

Reduction of class work

Omitting story problems

Modifications

Classroom

Specialized/alternative curricula written at lower level

Simplified vocabulary

Alternative reading books at independent reading level

Assessment

Tests read aloud to student

Verbal response acceptable in lieu of written response

Fewer multiple choice responses

Multiple -choice response instead of fill -in -the -blank or short answer/essay

Word banks provided for fill in the blank questions

Tests are written at lower level of understanding

Preview tests provided as study guide

Picture supports are provided

Use of calculator Grading based on

pass/fail Grading based on

work completion

Accommodations Modifications

Diana Browning Wright, M.S. L.E.P. 9 Accommodations QUANTITY TIME LEVEL OF SUPPORT INPUT DIFFICULTY OUTPUT PARTICIPATION ALTERNATE GOALS SUBSTITUTE CURRICULUM

QUANTITY Reduce the number of terms a learner

must learn at any one time. Add more practice activities or worksheets. Concrete Example: less spelling words on

a spelling test

This adaptation is a modification if the student will not demonstrate mastery of the

standard on an assessment. If routinely utilized, these adaptations are modifications

and require individualized goals and assessment.

TIME Individualize a timeline for

completing a task Pace learning differently

(increase or decrease) for some learners.

Concrete Example: later due dates

LEVEL OF SUPPORT

Assign peer buddies, teaching

assistants, peer tutors, or cross-age tutors.

Specify how to interact with the

student or how to structure the environment

Concrete Example: Reading buddies

INPUT Use different visual aids Enlarge text Plan more concrete examples

provide hands-on activities Place students in cooperative groups Pre-teach key concepts or terms

before the lesson. Concrete example: Give students an

outline of the material they will be covering

DIFFICULTY Allow the use of a calculator

to figure math problems Simplify task directions Change rules to

accommodate learner needs Concrete Example: Explain

problem in easier terms to understand

OUTPUT Instead of answering questions in

writing allow a verbal response Use a communication book for some

students Allow students to show knowledge

with hands on materials. Concrete example: allow students to

tape record themselves giving there answers

PARTICIPATION During instruction using “every

pupil response techniques” or “choral responding.”

In geography, have a student hold the globe, while others point out locations.

Ask the student to lead a group. Concrete example: “choral

reading”

ALTERNATE GOALS

Concrete example: moderate/severe students

expect a student to be able to

locate the colors of the states on a map, while other students learn to locate each state and name

the capital. This adaptation is a modification if the student will not demonstrate mastery of the standard on an assessment. If routinely utilized, these adaptations are modifications and require individualized goals and assessment.

SUBSTITUTE CURRICULUM

Provide different instruction and materials to meet a learner’s individual goals. When routinely utilized, this is only for students with moderate to severe disabilities.

Concrete Example: During a language lesson a student is learning toileting skills with an aide.

Misconceptions about learning disabilitiesLD’s are processing disorders that

occur for reasons other than diminished cognitive ability.

LD’s do not go away — they’re with you for life. That doesn’t mean someone with a LD can’t achieve or even be wildly successful. They just need to find ways to circumvent or accommodate for the areas in which they don’t do well. 

Consequences of non-compliance

The Individuals with Disabilities Education Act (IDEA) (PL 105-17):

♦ Code of Federal Regulations (CFR) 300.347 – (The IEP must contain) “a statement of the program modifications…that will be provided for the child…to be involved and progress in the general education curriculum…and to participate in extra-curricular and other non-academic activities.”

Case Law – Doe vs Withers (1993-West Virginia Circuit Court, Taylor County #92-C-92): The parents of a student with learning disabilities brought legal action against a high school teacher for refusing to accommodate their son’s disability in the classroom. The parents alleged that the teacher refused to provide their son with oral testing as required in his IEP. The jury held in favor of the parent and awarded $5,000.00 in punitive damages and $10,000.00 in compensatory damages, for which the teacher was held responsible.

Collaboration Solutions

Discuss the learning needs of the student and the availability of resources.

Decide on accommodations for the student and determine responsibility for implementing them.

Sources Miriam Kurtzig Freedman, J.D., (1999) as quoted in “Guidelines

For the Promotion and Retention of Special Education Students,” California Department of Education, Special Education Division

Accommodations and modifications: Wait, they’re not the same? by Kori Hamilton and Elizabeth Kessler, professional special educator and NICHCY advisor http://nichcy.org/accommodations-and-modifications

Five Misconceptions About Learning DisabilitiesBY JASON KANE  March 16, 2012 at 5:34 PM EST http://www.pbs.org/newshour/rundown/five-misconceptions-about-learning-disabilities/

DeSchenes, C., Ebeling, D., & Sprague, J. (1994). Adapting Curriculum & Instruction in Inclusive Classrooms: A Teachers Desk Reference

Diana Browning Wright, Teaching & Learning 2005