Accommodations & Modifications

in the General Education Classroom

2019
 Accommodations

vs. Modifications

Accommodations
★ May change how, where & when a ★ Changes what the learner is
learner accesses information.
& Modifications
★ Teach to the instructional level,
content standard or performance
expected to learn and what
rubric/criteria will be used to
criteria. evaluate performance.
★ Provide 2 sets of curriculum; K to ★ Provide alternative books at an
12 Curr. and the Modified Curr.
easier reading level.
2019
 Why Provide Accommodations
★ All learners need support in their learning. Not all
learners learn in the same manner. Many learners
need accommodations to be academically
successful.
Accommodations
★ For learners with disabilities, accommodations are
supports.
& Modifications
★ Accommodations provide equal opportunity to
obtain positive results and benefits.
★ Accommodations to a standard 2019test format accesses
an individual’s abilities, not their disability.
 PURPOSE & GOAL OF PROVIDING
ACCOMMODATIONS & MODIFICATIONS
GOAL: To promote /increase independence

Determination of need for & effectiveness

of accommodations & modifications should
be evaluated & reviewed at least annually

IEP team’s responsibility to make decisions

regarding accommodations & modifications
PURPOSE & GOAL OF PROVIDING ACCOMMODATIONS
& MODIFICATIONS
To help set up equity so the learner would
have opportunities to achieve specified
goals
To offer a temporary situation while the
learner is being taught specific strategies
and skills with the goal of improving the
learner’s ability
To strive toward learner being able to
succeed without continual special assistance
ACCOMMODATIONS ARE:

Supports that allow a learner to

complete the same assignments or tests as
other learners, but with a change in the
presentation, response, setting,
materials/equipment or timing/scheduling
ACCOMMODATIONS DO:
*Allow the learner to demonstrate what he or she
knows without fundamentally changing the skill
being taught in class or measured in testing
situations
*Provide Instructional or test adaptations:
*Allow the learner to demonstrate what he or she
knows without fundamentally changing the target
skill (core content)that’s being taught or
measured
 Types of Accommodations...

Difficulty Alternate
Quantity Adapt the skill level
Goals
Accommodations
Adapt the number
of items that the
for learner. Simplify
reading levels. Adapt the goals or
learner is expected outcome expectations
& Modifications
to learn or number
Output
of activities learner
while using the same
materials.
will complete prior Adapt how the Graded or assessed
to assessment for using a different
learner can respond
mastery. standard than one for
to instruction.
2019 peers.
ACCOMMODATIONS DO NOT:

*Lower learning expectations

*Lower performance expectations
*Change target skill or testing construct
*Reduce learning or performance
expectations
ACCOMMODATIONS
Need to be aligned or matched between
classroom instruction, classroom testing and
district, division, regional and national testing

Learners who require accommodations will

generally need them in school, at home, in the
community and in post-secondary/work
environments
PRESENTATION
Emphasis is on varied teaching approaches (visual,
auditory, tactile, multi-sensory)
Instruction varies: whole group, small group,
individualized
Material is presented to the learner in a fashion that
is different from the traditional presentation

 Activities include recording lectures for replay,

modeling/demonstration, use of manipulatives, hands-on,
pre-teaching vocabulary, using organizers, providing visual
cues
 When to Provide
Accommodations
★Throughout the school day in all school
Accommodations
environments
★Addresses the supports needed to participate in
& Modifications
regular school routines and activities as well as
specific instructional areas
2019
6 Categories of Accommodations
★ 1. Setting/Scheduling

★2. Teacher Directions

★3. Learner Response
★4. Sensory
★5. Organization/Study Skills
★6. Personal Care/Equipment
Setting/Scheduling...

★Work or take a test in a different setting

★Seat the learner where s/he learns best
Accommodations
★Use special lighting/ acoustics/ furmiture
& Modifications
★Choice/Change order of tasks
★Study carrel/visual barriers
2019
 Setting/Scheduling...
★ Extended time on tests and assignments
★ Administering tests at beneficial time to learner (over several days)
★ Warning before transitions
Accommodations
★ Visual schedule
& Modifications
★ Supervised breaks within test period
★ Use of timer/visual countdown strip to cue task completion/end of
break 2019
 ★Simple/repetitive/one word
directions
★Directions given through visual
cues
Accommodations
Teacher Directions ★Questions/items presented orally
★Answer choices read aloud
& Modifications
★Fewer items on a page
★Text on tape/cd
2019
 ★Frequent checks for
understanding
★Short answer tests
★On task reminders
Accommodations
Teacher Directions ★Directions given one at a
& Modifications
time/in a variety of ways
★Allow extra classroom
movement
2019
 ★Use scribe/ dictate answers
★Use an audio recorder
★Use a spelling dictionary or
electronic spell-checker
Accommodations
Learner Response ★Use a computer/tablet to type
& Modifications
notes or give responses in class
★Use a calculator or “math facts”
table
2019
 ★Specialized paper/writing devices
★Increased verbal response time
★Reduce pencil/paper tasks
★Use of notes on tests/quizzes
Accommodations
Learner Response ★Alternate response mode (oral,
& Modifications
pointing)
★Word processing software with
★ tools turned off
2019
 ★Weighted vest/lap belt/ lap pads
★Special seat (ball/cushion)
★Proprioceptive input
Sensory
★Calming activities
★Fidget objects
 ★Low noise/low light
★Use of self-monitoring strategies

Sensory ★Dynamic display device

★Frequent breaks
★Sensory diet
Organization/Study Skills
Visual schedule
Extra set of books at home
Note taking assistance
Assistance with recording
assignments
Highlighters
Organization/Study Skills

Alternative materials
Late assignments accepted (up to…)
Study guide
Use of notes on tests or quizzes
Graphic organizers
 Adaptive furniture
Assistance with toileting
Assistance with feeding
Accommodations
Personal Care/Equipment Assistance with dressing
& Modifications
for PE
Changing table
2019
 Walker
Access switches
Lift for transfers/transfer
Accommodations
Personal Care/Equipment to toilet
& Modifications
Consideration of food
allergies
2019
 ★Universal tools/designated supports
available to ALL learners
Supports for
National ★Decisions for necessary assessment
Testing accommodations are determined by
the daily instructional
accommodations
 ★Each accommodation must reflect
Supports for an actual instructional practice
National
Testing ★The same accommodations are
performed during informal tests
taken in class on a regular basis
 Types of Modifications
Courses/Subjects Grading
★ Credit/no credit
★ Alternative/functional
curriculum ★ Regular/modified
Accommodations
★ Reduced number of
assignments
★ Regualr/modified curriculum
& Modifications
standards to master
★ Modified ★ Alternate report card
assignments/tests
★ SF 9: report card
2019
 Types of Modifications
Assignment/Tests Grading
★ Reduced number of
standards Grade on effort
★ Increased
Grade on specific
Accommodations
assistance/support
★ Different requirements standards
& Modifications
for assignment
Grade on targeted skills
★ Use of calculator
Grade on content not
★ Participation only
format
2019
 Have learner respond orally, record
*

answers or use a word processor

*Solve or organize work using
Response some type of material or device
*Use of assistive technology or
scribe
*Develop a strategy so that learner
is prepared to respond orally
when called on in class
*Pair learner with other learners
 *Completes task or test in a quiet
room or in a small group with other
learners
Setting/ *May leave class for assistance
Environment *Sign language interpreter
*Minimize distractions
*Alter room arrangement, conditions
of setting based on learner needs
*Preferential seating
 communication device
Braille
Materials & voice-activated software
Equipment on-line reader
colored folders
colored overlays
Keep extra supplies on hand
Audiobooks
 Chapter summaries
Provide post-its for learners to
Materials & mark important info in text
Equipment Provide extra set of textbooks for
learner to access at home
Alternate formats for texts (Braille,
Read and Write Gold, Bookshare)
Audiotaped lectures
 extended time
frequent breaks
Timing/ given extra time to complete a
Pacing project, assignment, test
schedule review session prior
to test
test at time of day when
learning is optimal
 handout worksheets one at a time
Break long-term projects or
assignments into components with
Timing/ mini-deadlines
Pacing Plan for transitions
Address organizational goals
(increasingly independent use of
agenda book, prioritizing
assignments, getting to class on time
 Present test orally, in larger print or
in Braille
Administer tests in short sessions or
Testing in a different setting
Teach learners how to take tests
(how to review, how to plan time for
each section)
Grade spelling separately from
content
 Allow learner to complete a project
Testing that addresses all assessment
components as an alternative to a
written test
Provide a variety of testing formats
Provide study guides prior to tests
“They may forget
Accommodations
what& you said but
Modifications
they will never forget
how you made
2019
them
feel.”
Questions?
?2019
 Thank You !!

NANCY C. PASCUAL
Supervising Education Program Specialist
BLD-SID
Accommodations
& Modifications

2019