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Types of Accommodations and Modifications:

Quantity
Adapt the number of items that the
learner is expected to learn.
Ex.
Reduce the number of health risk factors
student learns at any one time.

Time
Adapt the allotted time for learning and
completing a task, assignment, test.
Ex.
Individualize the timeline for completing
a task. Increase or decrease the learning
pace for some students.

Level Of Support
Increase the amount of personal
assistance to keep the student on task, to
reinforce or prompt the use of specific
skills.
Ex.
Assign peer buddies, teaching assistants,
or peer tutors.

Input
Adapt the way instruction is delivered to
the student.
Ex.
Using different visual aids, enlarge text,
use more concrete examples, and do more
hands on activities.

Difficulty
Adapt the skill level, problem type, or
rules on how the students may approach
the work.
Ex.
Allowing calculators for calorie
calculations, simply the directions on
assignments, change rules to
accommodate student.
Alternate Goals
Adapt the goals or outcome expectations
while using the same materials
Ex.
Expect student to name 3 risk behaviors
while other students name all 6.

Output
Adapt how the student can respond to
instruction.
Ex.
Allow student to write down answers
instead of answering out loud, use a
communication book for some students.

Participation
Adapt the extent to which a student is
actively involved in class.
Ex.
Allow student to model health exercises,
ask the student to lead the class activity.

Substitute Curriculum
Provide instruction materials to meet the
students individual goals. (use for
students with moderate to severe
disabilities)
Ex.
During a active health lesson when
students are outside, student is learning
different food groups.