1. A guide to providing accommodations and modifications for
students. 2011-2012
2. Some students with disabilities need accommodations or
modifications in their educational program in order to be
successful in school.The Individuals with Disabilities Education
Act (IDEA) and its regulations do not offer a definition for an
accommodation or modification.However, there is general agreement
as towhat the terms mean.
3. An accommodation allows a student to complete the same
assignments as other students, but permits a change in the timing,
formatting, setting, scheduling, response or presentation. Changes
in how a student accesses information and demonstrates learning.
Are used in classroom instruction and assessment. Accommodations do
not substantially change the content, instructional level or
performance. Provide for equal opportunity (level the playing
field)An accommodation does not alter what the test or assignment
measures.
4. Presentation Accommodations-changes to the way in which
instructional or test content is presented to a student. For
example: font size, sign language, picture symbols, etc.Response
Accommodations-methods a student uses to provide responses to
instructional activities or assessment tasks. For example:
producing text orally or to a scribe or using speech-to-text
software.Setting/Environment Accommodations-changes to the location
in which an assignment or assessment is given or the environmental
conditions the student needs. For example: location with less
distractions, sensory tools, ear plugs, etc.Timing/Scheduling
Accommodations-allowable amount of time or the time of day
instruction or assessments are given. For example: extended time or
providing key instruction to the student in the morning.
5. A modification adjusts the expectations foran assignment or
a test. Changes in what a student is expected to learn and/or
demonstrate Modifications alter the content or lower the standards
or expectations. Allow meaningful participation and enhanced
learning experiences (instead of just leveling the playing field,
it changes the game)
6. A child is permitted to complete only part of a standardA
child is given/demonstrates limited concepts involved in math
problemsA child is provided only key points for text
7. Below are examples of modifications and/or accommodations.
These examples may be helpful when doing educational planning for
students to access the curriculum.Keep in mind that any
accommodation or modification an IEP team or Section 504 team
chooses must be based on individual needs.To be in compliance with
Federal law accommodations and/or modifications must be provided if
written in the childs IEP or 504 plan.
8. 1.) Provide alternative books expressing the same content
but at a simpler reading level. Answer2.) Provide audiotapes of
textbooks. Have the child follow the text while listening.
Answer3.) Provide summaries of chapters of assigned reading.
Answer4.) Use peer readers. Answer5.) Use marker to highlight
important text sections of assignments. Answer6.) Use word-for-word
sentence fill-ins with a word bank for one student only.
Answer
9. 7.) Shorten spelling tests to the most functional words.
Answer8.) Substitute alternatives for written assignments (clay
models, posters, panoramas, collections, etc.). Answer9.) Give
alternatives to long written reports (e.g., several short reports,
preview new audiovisual materials and write a short review, give an
oral report). Answer10.) Modify classroom policies that may
discriminate against the student (e.g., provide frequent breaks for
the student who cannot pay attention for long periods of time)
Answer
10. Accommodation**The same content expectation ispresented to
all students.Back
11. Accommodation**The content level has not been
adjustedalthough the presentation is differentiated.Back
12. Accommodation**This is an accommodation if it is given to
thestudent to use while reading the chapter or forreview after
reading it. If it is in replace of thechapter it is a
modification.Back
13. Accommodation**The student is accountable to the same
levelof content.Back
14. Accommodation**The expectations for the assignmenthave not
been adjusted.Back
15. Modification**The expectation for completion of
theassignment has been changed.**This modification DOES change what
thestudent is expected to demonstrate.**The activity objectives
have been modified tomeet the needs of this learner.Back
16. Modification**The expectation on an assessment hasbeen
changed.Back
17. Modification**The level of demonstrated mastery isdifferent
than for other students.Back
18. Accommodation**Level expectation remains the samethe
presentation is differentiated.Back
19. Accommodation**The same level of performance andacademic
expectations have not been altered.Next
20. The following slides are scenarios identifying students
need for accommodations and modifications.Read through each
scenario and individually or with a team decide if the student is
receiving accommodations and/or modifications.
21. A 7th grade science class is being assessed on thelayers of
the earth. One student is reading at a4th grade reading level, the
student is providedwith books and notes he can readindependently.
All students are expected todemonstrate the same knowledge of the
earthslayers.Accommodation?Modification?
22. The same learning expectation is the same forevery
student.Next
23. In a first grade class a student is performingacademically
at grade level. To be successful inthe classroom he needs frequent
breaks, a tokeneconomy, and schedules and instructionspresented to
him visually.Accommodations?Modifications?
24. The learning expectation has not been changed.The student
is to complete all assignmentsregardless of frequent breaks in or
out of theclassroom.Next
25. There is a 5th grade student who is in theaverage to high
range compared to typical peersin all academic areas. However,
whencompleting spelling and math assignments thelength is shortened
due to fatigue and herfrustration
level.Accommodation?Modification?
26. The learning expectation for this student hasbeen changed
compared to her peers.Next
27. In a 9th grade civics class the students are todemonstrate
their knowledge of a pastpresident. Some students turned in a 5
pageresearch paper with 5-8 sources cited. A fewstudents turned in
3 page paper with 4 sourcescited and a gave a speech. One student,
with anIEP, turned in a 2 page paper with 2 sourcescited but also
used a power point slide showdemonstrating what he
learned.Accommodation?Modification?
28. The learning expectation is to demonstratetheir knowledge
of a past president. Thelearning expectation has not been changed
forthe student with an IEP.Next
29. Student: Age 12 malePrimary disability: Specific Learning
DisabilitySecondary disability: Speech/Language DisabilityPresent
levels: This student performs in the above average range, when
compared to his same age peers, in the areas of mathematics. The
areas of reading, written language, spelling, and articulation are
significantly below average. It should further be noted that this
student has a diagnosis of apraxia which is an extreme articulation
disability.He currently has identified needs and goals in the areas
of reading, spelling, written language, and articulation.List out
appropriate accommodations and modifications to help the student
access grade level curriculum.
30. Accommodations: access to the teachers notes to supplement
his own notes extra processing and response time provide books on
tape when appropriate access to word processing to support written
language output when appropriate option to take test orally when
appropriate
31. Modifications: modified spelling program, functional words
only written work may be adjusted to reflect ability level
32. Please refer to the Colorado Department ofEducation
Accommodations Manual for moreinformation.
http://www.cde.state.co.us/cdeassess/documents/csapa/2011/20
11_CO_Accom_Manual.pdf