9 Types of Modifications and Accommodations

1. QUANTITY
a.
Adapt the number of items 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.
2. TIME
a.
Adapt the time allotted 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.
3. INPUT
a.
Adapt the way instruction 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.
4. OUTPUT
a.
Adapt how the learner can respond to the instruction.
b. Allow the student to provide verbal responses.
c.
Provide hands on tasks for evaluating learning.
5. LEVEL OF SUPPORT
a.
Increase the amount of 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
6. DIFFICULTY
a.
Adapt the skill level, 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.

7. PARTICIPATION (Designed for a student with a severe
disability)
a.
Adapt the extent to which a leaner is actively involved.
b. Adapt the level of participation expected during a task.
8. ALTERNATE GOALS (Designed for a student with a severe
disability)
a.
Adapt the goals, objectives or outcome expectations while using
the same materials as the rest of the class
9. SUBSTITUTE CURRICULUM (Designed for a student with a
severe disability)
a.
Provide different instruction and materials to meet a learners
individual goals.
EX: Class is learning addition of numbers the disabled child is learning
colors with an aide