M.

McCoy
07/2014
Modifications/ Accommodations

Quantity
Eleminating the number of questions on
a test
Students work the even or odd questions
on Homework
Provide information in smaller "chuncks"
rather than all at once
Time
Allowing extended time on a test
Decreasing independent time in favor of
structured interaction or cooperative
learning
Allowing time and a half on homework
Level of Support
Assigned peer tutor for taking notes or
general help in class
Instructional aide to assist during class
Instructional tutoring before or after
school by teacher or program
Input
Differenciate delivery with the C.I.T.
examples (Manipulatives, etc.)
Real world examples for students to
associate with
Have students participate in cooperative
learning for peer input
Difficulty
Simplify multistep problems by breaking
them into chunks
Adapt the approach to the asignment
based on student learning style.
Provide assistive technology, cues and
guided questions
Output
Allowing verbal answers vs. written
Allowing typed responces to allow for
spell check and handwriting
Use of research projects or presentations
rather than simply essay format
Participation
Group work though assigned job: time
keeper, materials, ect.
Based on student skills adapt time with
independent, grouping and one on one
work
A student can work independantly on a
group assignment if it fits their needs
Alternate Goals
A less difficult goal for the day using the
same materials for the class
Beable to identify rather than identify
and produce an analogy
Complete a graphic organizer rather than
writing a paragraph for a draft
Substitute curriculum
A student may use a guided program on
the computer vs. text book assignment
Use of manipulatives ie. flashcards to
study vocabulary
Complete a project or posterboard on
the subject rather than a written
research paper.