Created by Amanda Johnson. Accommodations and Modifications

Created by Amanda JohnsonCreated by Amanda Johnson

Accommodations and Accommodations and ModificationsModifications

5 W’s of Accommodations 5 W’s of Accommodations and Modificationsand Modifications

WhatWhat WhoWho WhenWhen WhereWhere WhyWhy HowHow

WhatWhat

AccommodationsAccommodations are changes in course content, are changes in course content, standards, test presentation, location, timing, standards, test presentation, location, timing, scheduling, expectations, student responses, scheduling, expectations, student responses, environmental structuring and/or other attributes environmental structuring and/or other attributes which provide access for a student with a disability to which provide access for a student with a disability to participate in a course/standard/test, which participate in a course/standard/test, which DO NOT DO NOT fundamentally alter or lower the standard or fundamentally alter or lower the standard or expectations of the course/standard/test. expectations of the course/standard/test. Therefore, grading procedures are the same for all Therefore, grading procedures are the same for all students.students.

AccommodationsAccommodations

WhatWhat ModificationsModifications

ModificationsModifications are changes in course content, are changes in course content, standards, test presentation, location, timing, standards, test presentation, location, timing, scheduling, expectations, student responses, scheduling, expectations, student responses, environmental structuring and/or other attributes environmental structuring and/or other attributes which provide access for a student with a disability to which provide access for a student with a disability to participate in a course/standard/test, which participate in a course/standard/test, which DO DO fundamentally alter or lower the standard or fundamentally alter or lower the standard or expectations of the course/standard/test. expectations of the course/standard/test. Therefore, this student will be graded according to Therefore, this student will be graded according to methods specified in his/her individual plan.methods specified in his/her individual plan.

WhoWho

Who implements the accommodations Who implements the accommodations and/or modifications?and/or modifications?

General Education teachers General Education teachers Special Education teachersSpecial Education teachers

Notification of teacher responsibility Notification of teacher responsibility http://www.pent.ca.gov/frm/notificateacherresponsibility.doc

http://www.pent.ca.gov/frm/notificateacherresponsibility.doc

WhereWhere

Where do accommodations and Where do accommodations and modifications take place?modifications take place?

Accommodations and modifications can Accommodations and modifications can happen anywhere on campus: the happen anywhere on campus: the classroom, playground, testing, cafeteria, classroom, playground, testing, cafeteria, assemblies, etcassemblies, etc

The IEP will dictate the situation usage.The IEP will dictate the situation usage.

WhenWhenWhen to use the accommodation or When to use the accommodation or

modification.modification.

The use of accommodation or modification The use of accommodation or modification should be dictated and followed per the should be dictated and followed per the IEP.IEP. i.e. a calculator on math testing, extended i.e. a calculator on math testing, extended

testing time, test questions read aloud, a scribe testing time, test questions read aloud, a scribe for note taking, etc.for note taking, etc.

WhyWhyWhy should a teacher follow the accommodations Why should a teacher follow the accommodations

and modifications listed on the IEP?and modifications listed on the IEP?

It is the lawIt is the law An IEP or 504 plan is a legally binding documentAn IEP or 504 plan is a legally binding document

It allows the student access to an equal It allows the student access to an equal education.education.

You can be held liable for not following the IEP. You can be held liable for not following the IEP. You, the school, and district can be sued if the You, the school, and district can be sued if the IEP is not upheld.IEP is not upheld.

Doe v. Withers Doe v. Withers http://www.wrightslaw.com/blog/?p=20http://www.wrightslaw.com/blog/?p=20

How – Assessment How – Assessment AccommodationsAccommodations

Examples of Assessment Accommodations

SETTING TIMING SCHEDULING PRESENTATION RESPONSE

Change the test location. For example, allow the student to take the test in a small group or individually.

Allow extended time or take frequent test breaks.

Allow testing over several days or administer only during a specific time.

Change the format by using assistive devices, such as by allowing a reader or computer assistance.

Change how the student responds, such as by allowing a scribe, recorder, or compute

http://iris.peabody.vanderbilt.edu/module/agc/cresource/what-questions-should-ms-flores-and-mr-ericson-ask-the-general-and-special-education-teachers/agc_11/#content



How – Instructional How – Instructional Accommodations Accommodations

Examples of Instructional Accommodations

Pencil grips Increased time to complete assignments or tests

Additional practice of specific skills or concepts

Large-print books Calculators and spell checkers

Increased opportunities for applying skills or concepts

A quieter setting Word-processing software Direct instruction in using specific knowledge in different contexts

How - ModificationsHow - Modifications

Reduce assignments

Require a student to write one or two paragraphs instead of several pages.

Vary levels of reading material

Students in a class might read literature at different levels, though all learn to identify character development, plot, and “voice”.

Design new material

Tasks might mirror the general education curriculum but vary in difficulty. For example, all students might receive math instruction, but some would study basic algebra while others solved simple word problems.

Use lower level texts

Use a textbook or text in the same subject matter that is below the grade level of the class.




Nine Types of Nine Types of Curriculum Curriculum AdaptationsAdaptations

(Diana Browning Wright, Teaching & (Diana Browning Wright, Teaching & Learning, 2005) Learning, 2005) http://drsticks.com/uploads/Nine_Types_of_Curriculum_Adaptations.pdfhttp://drsticks.com/uploads/Nine_Types_of_Curriculum_Adaptations.pdf

Diana Browning Wright-9 Types of Curriculum Adaptations

1. Quality1. Quality Adapt the number of items that the Adapt the number of items that the

learner is expected to learn or learner is expected to learn or complete. complete.

Ex: Reduce the number of terms a Ex: Reduce the number of terms a

learner must learn at one timelearner must learn at one time

*This adaptation does not always necessitate alternate assessment and grading based on an IEP objective and is *This adaptation does not always necessitate alternate assessment and grading based on an IEP objective and is therefore an accommodation.therefore an accommodation.

2. Time2. Time Adapt the time allotted and allowed for Adapt the time allotted and allowed for

learning, task completion, or testing. learning, task completion, or testing. Ex: Individualize a timeline for Ex: Individualize a timeline for

completing a task, slower pace, etc.completing a task, slower pace, etc.

*This adaptation does not always necessitate alternate assessment and grading based on an IEP objective and is*This adaptation does not always necessitate alternate assessment and grading based on an IEP objective and istherefore an accommodation.therefore an accommodation.

3. Level of Support3. Level of Support Increase the amount of personal assistance Increase the amount of personal assistance

with a specific learner. with a specific learner.

Ex: Assign peer buddies, teaching assistants, Ex: Assign peer buddies, teaching assistants, peer tutors, or cross-age tutorspeer tutors, or cross-age tutors

*This adaptation does not always necessitate alternate assessment and grading based on an IEP objective and is *This adaptation does not always necessitate alternate assessment and grading based on an IEP objective and is therefore an accommodation. therefore an accommodation.

4. Input4. Input Adapt the way instruction is delivered to Adapt the way instruction is delivered to

the learner. the learner.

Ex: Visual aids, enlarge text, more Ex: Visual aids, enlarge text, more concrete examples, hands-on activities, concrete examples, hands-on activities, cooperative groups.cooperative groups.


5. Difficulty5. Difficulty Adapt the skill level, problem type, or the Adapt the skill level, problem type, or the

rules on how the learner may approach rules on how the learner may approach the work. the work.

Ex: Allow use of a calculator, simplify Ex: Allow use of a calculator, simplify directions, and change the rules to directions, and change the rules to accommodate learner needs.accommodate learner needs.


6. Output6. Output Adapt how the student can respond to Adapt how the student can respond to

instruction. instruction. Ex: Allow for verbal response, some Ex: Allow for verbal response, some

knowledge through hands-on activityknowledge through hands-on activity


7. Participation7. Participation Adapt the extent to which a learner is actively Adapt the extent to which a learner is actively

involved in the task. involved in the task.

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


8. Alternate Goals8. Alternate Goals Adapt the goals or outcome expectations while Adapt the goals or outcome expectations while

using the same materials. using the same materials.

Ex: In social studies, expect a student to be Ex: In social studies, expect a student to be able to locate just the states while others learn able to locate just the states while others learn to locate capitals as well.to locate capitals as well.

** This adaptation often is available for students with grading based on IEP objectives. These** This adaptation often is available for students with grading based on IEP objectives. Theseadaptations do fundamentally alter performance standards. They are considered modifications adaptations do fundamentally alter performance standards. They are considered modifications

9. Substitute Curriculum9. Substitute Curriculum Functional Curriculum Functional Curriculum Provide different instruction and materials to Provide different instruction and materials to

meet a learner’s individual goals. meet a learner’s individual goals. Ex: During a language test, one student is Ex: During a language test, one student is

learning computer skills in the computer lab learning computer skills in the computer lab

** This adaptation often is available for students with grading based on IEP objectives. These ** This adaptation often is available for students with grading based on IEP objectives. These adaptations do fundamentally alter performance standards. They are considered modifications adaptations do fundamentally alter performance standards. They are considered modifications

CollaborationCollaborationTable 1. The Five Step Process

Activity Description

Step 1: Review the standard, performance task, and curricular demands.

The collaborative general and special education team communicate about the standard that students will encounter.

Step 2: Discuss the learning needs of the student and the availability of resources.

This step is an opportunity to talk about the specific needs and concerns relevant to the placement of the student. Modifications may be discussed at this stage.

Step 3:Decide on accommodations for the student and determine responsibility for implementing them.

The general and special education teacher creatively explore the changes that will be implemented to allow the student to more fully participate in instruction.

Step 4: Monitor, adjust, and provide formative feedback.

This step provides an opportunity for the collaborative team to determine who will be responsible for monitoring the effectiveness of the accommodation.

Step 5: Evaluate students using established criteria.

Step five provides an opportunity for the collaborative team to clearly identify the target and discuss how students will be evaluated in relation to the target.

http://www.ncset.org/publications/viewdesc.asp?id=1097

http://www.ncset.org/publications/viewdesc.asp?id=1097

Collaboration TopicsCollaboration Topics

Monitor students progress toward goals and Monitor students progress toward goals and objectives.objectives.

Exchange ideas on how to continue to make Exchange ideas on how to continue to make gains toward goals (what works, what doesn’t).gains toward goals (what works, what doesn’t).

Discuss options. Discuss options. Plan for interventionsPlan for interventions Generate strategies.Generate strategies. Celebrate successes.Celebrate successes.

Goal WorksheetTeam Members: _________________________________________________________Meeting Date: _________________ Review Date: ____________________

Student Goal Person/s Responsible

Time Frame Strategies Evidence

Collaboration WorksheetCollaboration Worksheet

Learning DisabilitiesLearning Disabilities The National Center for Learning Disabilities The National Center for Learning Disabilities

surveyed 1,980 adults about their perceptions surveyed 1,980 adults about their perceptions of learning disabilities.of learning disabilities.

The NCLD made a list of the top 10 myths The NCLD made a list of the top 10 myths about Learning Disabilities (LD).about Learning Disabilities (LD).

http://www.ncld.org/types-learning-disabilities/what-is-ld/top-10-ld-myths-misconceptions



NCLD Myth #1NCLD Myth #1 Myth #1: Individuals with learning Myth #1: Individuals with learning

disabilities have low intelligence.disabilities have low intelligence.

False.False. There is no correlation between LD and There is no correlation between LD and low IQ. In fact, by definition, people with LD low IQ. In fact, by definition, people with LD have average or above average intelligence. have average or above average intelligence. Indeed, the list of Indeed, the list of accomplished individuals with LD includes Whoopi Goldberg, Anderson with LD includes Whoopi Goldberg, Anderson Cooper, Richard Branson and Tommy Hilfiger, Cooper, Richard Branson and Tommy Hilfiger, among others. among others.

http://www.ncld.org/learning-disability-resources/special-needs-stories/adults-with-ld/celebrities-dyslexia-learning-disabilities

NCLD Myth #2NCLD Myth #2 Myth #2: LD can be cured.Myth #2: LD can be cured.

False.False. Learning disabilities are lifelong Learning disabilities are lifelong and cannot be cured. Thankfully, with the and cannot be cured. Thankfully, with the proper mix of proper mix of intervention and support, , individuals with LD can succeed in individuals with LD can succeed in school, work and life. school, work and life.

http://www.ncld.org/parents-child-disabilities/ld-testing/parents-physicians-working-together

NCLD Myth #3NCLD Myth #3 Myth #3: Only children have LD.Myth #3: Only children have LD.

False.False. You cannot outgrow LD. Children with You cannot outgrow LD. Children with LD become adults with LD. Although there LD become adults with LD. Although there are no reliable data on how many adults in are no reliable data on how many adults in the general population have LD, we know the general population have LD, we know that many that many face significant challenges in their adult lives. .

http://www.ncld.org/adults-learning-disabilities/living-disability-tips/learning-disabilities-adulthood

NCLD Myth #4NCLD Myth #4 Myth #4: The only kind of LD is dyslexia.Myth #4: The only kind of LD is dyslexia.

False.False. It’s true that the most common type It’s true that the most common type of LD is of LD is dyslexia (reading). However, there (reading). However, there are other types of LD, such as are other types of LD, such as dysgraphia(handwriting) and (handwriting) and dyscalculia (math). (math). Moreover, other conditions such as Moreover, other conditions such as dyspraxia (motor skills) and (motor skills) and ADHD often often co-occur with LD. co-occur with LD.

http://www.ncld.org/types-learning-disabilities/dyslexia/what-is-dyslexia

http://www.ncld.org/types-learning-disabilities/dysgraphia/what-is-dysgraphia

http://www.ncld.org/types-learning-disabilities/dyscalculia/what-is-dyscalculia

http://www.ncld.org/types-learning-disabilities/dyspraxia

http://www.ncld.org/types-learning-disabilities/adhd-related-issues/adhd

NCLD Myth #5NCLD Myth #5 Myth #5: Corrective eyewear is an effective Myth #5: Corrective eyewear is an effective

treatment for LD such as dyslexia.treatment for LD such as dyslexia.

False.False. Decades of research have shown that Decades of research have shown that dyslexia is not a vision problem that can be dyslexia is not a vision problem that can be corrected with eyewear, but instead a problem corrected with eyewear, but instead a problem of language processing in the brain. There is of language processing in the brain. There is no evidence that controversial therapies such no evidence that controversial therapies such as vision therapy are effective in treating LD. as vision therapy are effective in treating LD.

NCLD Myth #6NCLD Myth #6 Myth #6: Watching too much Myth #6: Watching too much

television causes LD.television causes LD.

False.False. Although there may be good Although there may be good reasons not to watch too much television, reasons not to watch too much television, preventing LD is not one of them. preventing LD is not one of them. Watching television does not cause LD. Watching television does not cause LD.

NCLD Myth #7NCLD Myth #7 Myth #7: Vaccinations can cause LD.Myth #7: Vaccinations can cause LD.

False.False. There is simply no evidence that There is simply no evidence that vaccinations cause LD. Although vaccinations cause LD. Although the exact causes of LD are not clear, we the exact causes of LD are not clear, we do know that LD sometimes runs in do know that LD sometimes runs in families and that events during fetal families and that events during fetal development can also play a role. development can also play a role.

NCLD Myth #8NCLD Myth #8 Myth #8. An employer can ask whether a Myth #8. An employer can ask whether a

job applicant has LD.job applicant has LD.

False.False. Federal law protects individuals with Federal law protects individuals with disabilities from discrimination. At a job disabilities from discrimination. At a job interview, a prospective employer may not interview, a prospective employer may not ask a job applicant if he or she has LD. To ask a job applicant if he or she has LD. To protect themselves, workers with LD need protect themselves, workers with LD need to understand their rights in the workplace. to understand their rights in the workplace.

NCLD Myth #9NCLD Myth #9 Myth #9: People with LD will not find Myth #9: People with LD will not find

career success.career success.

False.False. With intervention and support, With intervention and support, people with LD can achieve career people with LD can achieve career success and many have done so. For success and many have done so. For some inspiring examples, check out our some inspiring examples, check out our collection of LD success stories.collection of LD success stories.

NCLD Myth #10NCLD Myth #10 Myth #10: It’s OK to joke about LD when Myth #10: It’s OK to joke about LD when

someone makes a reading, writing or math someone makes a reading, writing or math mistake.mistake.

False.False. People with LD often feel shame and People with LD often feel shame and stigma about the difficulties they stigma about the difficulties they face. Bullying is also a very real problem in face. Bullying is also a very real problem in schools. Making a joke about LD may seem schools. Making a joke about LD may seem harmless, but in reality is deeply hurtful to harmless, but in reality is deeply hurtful to those with LD. There are plenty of ways to be those with LD. There are plenty of ways to be funny without doing so at another person’s funny without doing so at another person’s expense. expense.

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Created by Amanda Johnson. Accommodations and Modifications