9 Types of Accommodations and Modifications

Size

Time

Input

a. Adapt the number of items a. Adapt the time allotted

that the learner is expected

to learn or complete.
b. Allow completion of tests
in chunks until the student
has met the objective.
c. Adapt the amount of
information provided at one
time.

and allowed for learning, task

completion and testing.
b. Allow a longer period of
time for the student to learn
the objectives.
c. Individualize the pace of
the learning to meet the
needs of students.

a. Adapt the way instruction

Output

Level of Support

Difficulty

a. Adapt how the learner can

a. Increase the amount of

a. Adapt the skill level,

respond to the instruction.

b. Allow the student to
provide verbal responses.
c. Provide hands on tasks for
evaluating learning.

personal assistance with a

specific learner.
b. Provide instruction in a
manner that can become
independently supported as
necessary.
c. Assign peer buddies,
teaching assistants, or tutors.

problem type, or the rules on

how the students may
approach the assignment.
b. Simplify directions
c. Provide Cues
d. Supply a calculator or
computer as needed.

is delivered to the students.

b. Use audio and visual aids,
semantic mapping, guided
imagery and concrete
examples, pre-reading
activities.
c. Place students in
cooperative learning groups.

Participation
Alternate Goal
(Designed for a student (Designed for a student
with a severe disability) with a severe disability)

Substitute Curriculum
(Designed for a student
with a severe disability)

a. Adapt the extent to which

a. Adapt the goals, objectives

a. Provide different

a leaner is actively involved.

b. Adapt the level of
participation expected during
a task.

or outcome expectations
while using the same
materials as the rest of the
class.

instruction and materials to

meet a learners individual
goals. This decision is made
by the ARD and should be
planned by the committee.