Curriculum Modifications & Accommodations

Size Variation in the number of items/tasks expected from a learner at any given time. educe the number of sums a learner must complete at a specific time educe the number of sentences/!ords a learner has to !rite "ome learners !ill read shorter pieces Difficulty Adapt the degree of difficulty of a task# problem or assessment type. "ome learners may use calculators !hen doing calculations "implify language used !hen formulating tasks "ome learners may follo! !ritten steps to complete a given task Input $nsure that teaching is not al!ays through the same modality %sense&' make optimal use of the learner(s stronger modalities. )lan for optimal input by using a variety of senses *ess +talk to, and more +hands-on, $nsure a variety of visual learning support material )lan more steps along the !ay to ensure the learner reaches the outcome

Output .hen planning output# use learner(s strongest modality as far as possible. eplace !ritten !ork !ith taped ans!ers# models# dra!ings or graphs Communication book !orks !ell for some learners as they follo! instructions better !hen !ritten do!n and express themselves better in !riting

Level of support Assistance given to learner !ill vary. "ome learners !ill need more hands-on support from class teacher to complete tasks "ome learners !ill need support from paraeducational staff %class assistants# interpreters# /raille transcribers etc& "ome learners !ill need support from learning support staff and health professionals in order to complete some tasks

Time 0ifferent timeframes can be applied in class for the completion of tasks# learning and assessment. All learners need not complete tasks in the same given time 1 some may be allo!ed more time "ome learners may be allo!ed time in class for tasks# should support not be available at home

Degree of Participation 2he level of participation of learners in class activities !ill vary. .hen doing a pro3ect on 4reek Mythology# some learners !ill provide dra!ings# others the content page# others !ill read the stories# some !ill find it on internet# others might visit the library

Alternate Goals .hile !orking !ith the same material# the outcomes expected from different learners may be adapted. "ome learners may be expected only to recogni5e and describe natural and cultural t!o dimensional shapes# three dimensional ob3ects and patterns in terms of geometry properties# !hile others !ill also be expected to physically make these !ith geometric ob3ects and shapes# !ith a focus on tiling and line symmetry

Substitute Curriculum 6ndividual learners might have different learning goals. "ome learners might need transitional plans built into their educational plan# to be able to function independently. 0uring 7atural "cience lessons# one learner might be attending a small group activity focusing on shopping skills 0uring "ocial "ciences assessment# some learners might be attending computer lessons