Accommodations and Modifications
There is no list of accommodations appropriate for a particular condition. Accommodations and modifications are determined on a case-by-case basis.
Understood for Learning and Attention Issues defines accommodations as “changes that remove barriers and provide student with equal access to learning.” Accommodations change how a student is learning not what a student is expected to learn. In order to maximize learning outcomes, selected accommodations should target the specific barriers or challenges identified for each student. The following four categories of accommodations for different needs were shared:
Common Assignment Modifications:
References: Accommodations: What They Are and How They Work, https://www.understood.org/en/learning-attention-issues/treatments-approaches/educational-strategies/accommodations-what-they-are-and-how-they-work
Modifications: What You Need to Know, https://www.understood.org/en/learning-attention-issues/treatments-approaches/educational-strategies/modifications-what-you-need-to-know
Common Accommodations and Modifications in School, https://www.understood.org/en/learning-attention-issues/treatments-approaches/educational-strategies/common-classroom-accommodations-and-modifications
During the IEP conference, the team works together to identify appropriate accommodations and modifications that will assist the student in learning skills across the various content areas. Input from the general education teachers is particularly important when identifying accommodations and modifications since accommodations and modifications must be implemented in the general education classroom as well. Collaboration among the special education and general education teachers are essential to ensuring students with special needs receive the accommodations and modifications they are entitled to.
The National Council on Educational Outcomes (2012) suggests five categories of accommodations for students with disabilities:
Shaker Heights City School District, Teaching All Students: Staff Guide to Accommodations and Modifications, is a comprehensive 44 page PDF that can be accessed here: http://www.shaker.org/Downloads/Accommodations_and_Modifications_Guide.pdf
As defined by Shaker Heights City School Districts, “Accommodations are changes in how a student accesses information and demonstrates learning. Accommodations do not substantially change the instructional level, content, or performance criteria. The changes are made in order to provide a student with equal access to learning and an equal opportunity to show what he or she knows and can do.” and “Modifications are changes in what a student is expected to learn. The changes are made to provide a student with opportunities to participate meaningfully and productively along with other students in classroom and school learning experiences.” (Page 3)
A direct source was not quoted but according to this document, less than 10% of the special education students participating in general education classes need Layer 4 or 5 supports and the majority of special education students can be successful and master much of the general education curriculum with Layer 2 or 3 accommodations. A Hierarchy of Accommodations and Modifications table can also be found on page 4.
A Recipe for Success for ALL Students, is detailed on page 37. Some key points made in this section are:
Retrieved from: http://www.shaker.org/Downloads/Accommodations_and_Modifications_Guide.pdf
References and Resources
Raymond, E. B. (2016). Learners with Mild Disabilities (What's New in Special
Education). Pearson Education. Kindle Edition
Shaker Heights City School District, Teaching All Students: Staff Guide to Accommodations and
Modifications, Retrieved from:
http://www.shaker.org/Downloads/Accommodations_and_Modifications_Guide.pdf
The site, Understood for Learning and Attention Issues, contains an abundance of information on learning and attention issues. Articles: Accommodations: What They Are and How They Work, https://www.understood.org/en/learning-attention-issues/treatments-approaches/educational-strategies/accommodations-what-they-are-and-how-they-work
Modifications: What You Need to Know, https://www.understood.org/en/learning-attention-issues/treatments-approaches/educational-strategies/modifications-what-you-need-to-know
Common Accommodations and Modifications in School, https://www.understood.org/en/learning-attention-issues/treatments-approaches/educational-strategies/common-classroom-accommodations-and-modifications
Vaughn,S., Bos, C., & Schumm, J. (2017) Teaching Students Who are Exceptional,
Diverse, and At Risk in the General Education. Pearson Education. Kindle Edition.
YouTube, Accommodations and Modifications for Students with Disabilities https://www.youtube.com/watch?v=O0xdaCEqrU0
Understood for Learning and Attention Issues defines accommodations as “changes that remove barriers and provide student with equal access to learning.” Accommodations change how a student is learning not what a student is expected to learn. In order to maximize learning outcomes, selected accommodations should target the specific barriers or challenges identified for each student. The following four categories of accommodations for different needs were shared:
- Presentation: A change in the way information is presented. Example: Letting a child with dyslexia listen to audiobooks instead of reading printed text.
- Response: A change in the way a child completes assignments or tests. Example: Providing a keyboard to a child who struggles with handwriting when she’s writing an essay.
- Setting: A change in the environment where a child learns. Example: Allowing a child with ADHD to take a test in a separate room with fewer distractions.
- Timing and scheduling: A change to the time a child has for a task. Example: Providing extra time on homework for a child who has slow processing speed.
Common Assignment Modifications:
- Complete fewer or different homework problems than peers
- Write shorter papers
- Answer fewer or different test questions
- Create alternate projects or assignments
- Learn different material (such as continuing to work on multiplication while classmates move on to fractions)
- Get graded or assessed using a different standard than other students
- Be excused from particular projects
References: Accommodations: What They Are and How They Work, https://www.understood.org/en/learning-attention-issues/treatments-approaches/educational-strategies/accommodations-what-they-are-and-how-they-work
Modifications: What You Need to Know, https://www.understood.org/en/learning-attention-issues/treatments-approaches/educational-strategies/modifications-what-you-need-to-know
Common Accommodations and Modifications in School, https://www.understood.org/en/learning-attention-issues/treatments-approaches/educational-strategies/common-classroom-accommodations-and-modifications
During the IEP conference, the team works together to identify appropriate accommodations and modifications that will assist the student in learning skills across the various content areas. Input from the general education teachers is particularly important when identifying accommodations and modifications since accommodations and modifications must be implemented in the general education classroom as well. Collaboration among the special education and general education teachers are essential to ensuring students with special needs receive the accommodations and modifications they are entitled to.
The National Council on Educational Outcomes (2012) suggests five categories of accommodations for students with disabilities:
- Presentation (e.g., reading the test aloud, large-print, providing individual help with directions)
- Equipment and materials (e.g., dictionary, calculator, amplification devices)
- Responses (e.g., oral responses, dictation, writing on test rather than using an answer sheet)
- Setting (e.g., individualized setting, secluded space in the room)
- Timing/Scheduling (e.g., extended time, testing over several days, breaks on an as-needed basis)
Shaker Heights City School District, Teaching All Students: Staff Guide to Accommodations and Modifications, is a comprehensive 44 page PDF that can be accessed here: http://www.shaker.org/Downloads/Accommodations_and_Modifications_Guide.pdf
As defined by Shaker Heights City School Districts, “Accommodations are changes in how a student accesses information and demonstrates learning. Accommodations do not substantially change the instructional level, content, or performance criteria. The changes are made in order to provide a student with equal access to learning and an equal opportunity to show what he or she knows and can do.” and “Modifications are changes in what a student is expected to learn. The changes are made to provide a student with opportunities to participate meaningfully and productively along with other students in classroom and school learning experiences.” (Page 3)
A direct source was not quoted but according to this document, less than 10% of the special education students participating in general education classes need Layer 4 or 5 supports and the majority of special education students can be successful and master much of the general education curriculum with Layer 2 or 3 accommodations. A Hierarchy of Accommodations and Modifications table can also be found on page 4.
A Recipe for Success for ALL Students, is detailed on page 37. Some key points made in this section are:
- Special educators should communicate legal requirements for general education modifications and accommodations with general educators prior to the start of the school year.
- General education teachers should assume ownership of the special education students in their classroom.
- Special educators should partner with general education teachers to help implement modifications and accommodations by providing help in modify assignments and tests and \help implement behavioral supports.
- General education teachers and special education teacher should collaborate and discuss special needs, academic and behavioral expectations for student individually, during the first few days of school.
- Modifications and accommodations are everyone’s responsibility and they are required as outlined in federal and state law (Individual with Disabilities Education Act (IDEA) 1997, Reauthorization of IDEA 2004 and the Rehabilitation Act of 1973-Section 504).
Retrieved from: http://www.shaker.org/Downloads/Accommodations_and_Modifications_Guide.pdf
References and Resources
Raymond, E. B. (2016). Learners with Mild Disabilities (What's New in Special
Education). Pearson Education. Kindle Edition
Shaker Heights City School District, Teaching All Students: Staff Guide to Accommodations and
Modifications, Retrieved from:
http://www.shaker.org/Downloads/Accommodations_and_Modifications_Guide.pdf
The site, Understood for Learning and Attention Issues, contains an abundance of information on learning and attention issues. Articles: Accommodations: What They Are and How They Work, https://www.understood.org/en/learning-attention-issues/treatments-approaches/educational-strategies/accommodations-what-they-are-and-how-they-work
Modifications: What You Need to Know, https://www.understood.org/en/learning-attention-issues/treatments-approaches/educational-strategies/modifications-what-you-need-to-know
Common Accommodations and Modifications in School, https://www.understood.org/en/learning-attention-issues/treatments-approaches/educational-strategies/common-classroom-accommodations-and-modifications
Vaughn,S., Bos, C., & Schumm, J. (2017) Teaching Students Who are Exceptional,
Diverse, and At Risk in the General Education. Pearson Education. Kindle Edition.
YouTube, Accommodations and Modifications for Students with Disabilities https://www.youtube.com/watch?v=O0xdaCEqrU0