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Accommodations and modifications are types of adaptations that are made to the environment, curriculum, instruction, or assessment practices in order for children with disabilities to be successful learners.ĭecisions about appropriate accommodations and modifications begin with an IEP team making good instructional decisions. IEP teams attempt to “level the playing field” by using accommodations and modifications so children with disabilities can have access to and make progress in the general education curriculum. Talk to them, and make sure that everyone is on the same page.What are accommodations and modifications? No matter what your student needs, it is important that the general education teachers and specials teachers are aware of any accommodations or modifications that need to take place for the student. Altering the curriculum so the standards are below the student’s grade level.Having the student read a summary of the text instead of the entire text that was assigned.Assigning one paragraph when the other students are writing a multi-paragraph essay.For example, having the student complete 2 by 1 digit multiplication problems when the rest of the class is doing 4 by 2 digit multiplication, or having the student add fractions with like denominators when the rest of the class is adding with unlike denominators. Changing written response answers to multiple choice or short answer.Reducing the number of questions on an assessment, or reducing the number of answer choices on a multiple-choice test.Reducing the amount of material to be read.Accommodations should be tried and exhausted before making the decision to modify.Įxamples of modifications vary widely depending on the needs of the student and may include: Choosing to modify the curriculum or assessments may be necessary for a student, but this also means that the student is not truly accessing the general education curriculum. The decision to make modifications to the general education curriculum is not a decision to be taken lightly. Modifications change the content, vigor, standards, of grade level of the general education curriculum. A scribing accommodation or speech-to-text for a student with a physical disability or vision impairment.Allowing the student to ask for selected sections of text to be read aloud.A non-example of this would be allowing a student to use a multiplication chart on a multiplication assessment. For example, allowing a student to use counting bears to complete two-step word problems involving multiplication or division. Allowing the use of math manipulatives or number charts/lines, whenever computation isn’t the skill being assessed.Chunking reading texts so the amount to be read isn’t so overwhelming- NOT reducing the amount of text to be read!.A word bank, an editing checklist, or sentence starters for writing for students with disabilities in language or writing.Scheduled breaks for students with ADHD.Preferential seating for students with hearing or vision impairments, or students with ADHD in order for them to focus better.Accommodations are intended to be supports for students so they can understand the material being taught, and enable students with IEPs to remain in the general education classroom, learning the same things as their non-disabled peers.Įxamples of accommodations include, but are not limited to: Accommodations do not change the content, vigor, standards, or grade level of the material that is being accessed.
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AccommodationsĬlassroom accommodations are things that are used in the classroom in order for a student with special needs to be able to access the general education curriculum. Legally, we need to use the correct terminology on IEPs and other documents, so let’s take a look at the difference between these two types of services. However, it is important that we differentiate between the two terms, because they mean two very different things! Accommodations and modifications are two words that are frequently tossed around the world of special education, and sometimes used interchangeably.