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Accommodations are provisions made in how the student accesses the curriculum and

demonstrates their learning. The instructional level, content and success criteria are
unchanged. While with modifications the expectations, content and success criteria are
changed to provide the student with an opportunity to participate and gain a meaningful
learning experience. As nice quote to explain the difference between accommodation
and modification is as follow;

Accommodations level the playing field while
Modifications change the field your playing on.
http://www.sps.springfield.ma.us/deptsites/pac/cont
ents/Accomadations.pdf
• Provide an example of a modification using Ontario Curriculum

expectations - make sure to provide the grade level for the
student and then what the modification might be in one
subject area.
Take the case of a a student who by their age is in grade 2, but
they are doing either grade 1 or grade 3 level work. They would
need to be modified for this student. The modified expectations
reflect knowledge and skills required in the curriculum from a
different grade level with an increasing or decreasing of the
number and/or complexity of the regular grade level curriculum
expectations. Some students may require modification that result
in reduced expectations so that they will not qualify for a credit
for the course. For those in gifted or enhanced education, a
modification may go beyond the curriculum scope and still
permits a credit to be earned.
• What criteria do you need to use to determine what strengths

and needs will be recorded on a student's I.E.P.? What is the
purpose of the strengths and needs on the IEP?
The criteria used to used to determine what strengths and needs will
be recorded from the IPRC statement within the actual IEP, come from
analysis of the assessment data about the student’s learning strengths
and needs. Form the IEP

A RESOURCE GUIDE, 2004 (p23)

organizational skills. emotional control.pdf they suggest to include information relating to the following: • the student’s preferred learning styles/modalities (e.. and nonacademic accomplishments.g. expressive language – speaking) In some cases..gov.edu. attention. in areas such as social skills.ca/eng/general/elemsec/speced/guide/resource/iepr esguid.. in the area of visual memory) • skill deficits that relate to the student’s exceptionality and/or interfere with his or her ability to learn (e. it may be appropriate to include information relating to the student’s personal characteristics.. but such information is insufficient on its own.g.. hobbies or interests. it is appropriate to include information such as the following: • broad cognitive and/or processing challenges (e. time management skills) • strengths in areas such as cognitive processing and communication (e. “the student needs a teacher’s assistant” or “the student needs one-to-one assistance”) .g. visual/auditory/ kinesthetic learner) • previously acquired learning skills (e.g.g. The description of the student’s areas of need should make evident the reasons that the student requires a special education program and/or services.on.http://www. expressive language – writing) It is not appropriate to include information about what the student needs or what the student needs to do .g. When indicating the student’s areas of need. such as the following: • the need for a type or level of human support (e..

gov.edu..ca/eng/general/elemsec/speced/iep .g. p 10 http://www.this is for modified subjects and/or alternative programs only) that are relevant to that student? http://www. the areas of need do not change significantly over time.on.ca/eng/general/elemsec/speced/iep/iep. and Implementation . Program Planning. The purpose of the strength and needs on the IEP is to create a link between the assessment data and the student’s strengths and needs in a practical sense for the people that be reviewing and implementing the IEP. “the student needs speech therapy”) • the need for improvement in a particular subject (e.edu.gov. ◦ How do you develop annual program goals and specific learning expectations (remember. Both parents and teachers use these learning expectations to gauge the student progess towards the student’s annual goals. From the Individual Education Plans Standards for Development..• the need for a specific program or service (e.pdf page 9 The development and the annual program goals and specific learning expectations for a modified subject are goals that the student can reasonably be expected to accomplish by the end of the school year in a particular subject. course or skill area. “the student needs to improve his or her math skills”) For most exceptionalities.on.g.

or skill area. (p9) 4. Annual goals must be developed under the following circumstances: . or skill area. • be clearly identified as modified or alternative expectations. and observable achievements. include identification of grade level. as defined in section 4.1 • if the student is working on alternative expectations. The learning expectations recorded in the IEP must: • be based on the student’s learning strengths and needs. • describe specific.1 Learning expectations need not be recorded in the IEP if the student is working on provincial curriculum expectations at the regular grade level. course. or skill area must be recorded in the IEP under the following circumstances: • if the student is working on modified expectations. realistic. and teachers of the goals towards which the student is progressing through the achievement of the learning expectations set out in the IEP Requirements of the Standard Annual goals are statements describing what a student can reasonably be expected to accomplish by the end of the school year in a particular subject./iep. • if modified. • reflect learning that is focused on the student’s annual program goals in each subject. as defined in section 4.2 Annual Program Goals Purpose of the Standard To inform the student. course. course. parents.pdf A representative sample of the student’s learning expectations in each subject.

or for a secondary school course. the annual goals may be modified from the overall expectations outlined for a subject at a particular grade level. but introducing all the parties involved and dedicated to helping their child. In the second case. Create a warm and welcoming environment for the parent and student. empathic and with a focus on setting realistic learning goals that are measurable and obtainable. but will be developed on the basis of the student’s identified strengths and needs and will constitute a summary of the student’s alternative learning expectations.• if the student’s learning expectations are modified from the curriculum expectations for a particular subject or course • if the student’s learning expectations are alternative expectations In the first case. in a curriculum policy document. clear to both the parent and student with the language used free from inside acronyms and jargon. . . • What are ways you can involve both parents and students in the creation of the IEP? It is important to make this process of writing an IEP. they will not be derived from the overall expectations.