Accommodations and

ModificationsWhat Teachers Need

to Know

What is the difference?Accommodations• For general education and students

with exceptional disabilities• Students follow the ACOS on grade

level• Students are assessed on the same

material as the rest of the

students.• Accommodations are an

Individualized Educational Plan (IEP) decision.

Good teaching interventions and strategies!

Modifications For students with significant disabilities within

the general education classroom Students follow off-grade level ACOS.

Students use same/similar materials as the rest of the students to meet Individual Education Plan (IEP) objectives or other alternate learning outcomes.

Getting StartedSimply stated, accommodations, are

changes to the way a student is expected to learn or how he or she is tested.

Modifications are changes to what the student is expected to learn.

What are accommodations and modifications?

Accommodations and modifications are an important part of planning the educational program for students.

Many students with disabilities may only need small changes to the way they are taught and tested.

Accommodations involve many kinds of techniques and support systems.

Examples: students who are blind may need braille textbooks or books-on-tape

Students in wheelchairs may need a ramp , elevator or special desk

Accommodations are “whatever it takes” so a student with disabilities can have access to the general education and earn a regular diploma.

Whatever It Takes! Instructional methods and material Assignments and assessments Learning environment Time demands and scheduling Special communication systems Accommodations are made to the WAY

students learn and HOW they are tested.

Whatever it Takes! Modifications are changes made to

WHAT students are expected to learn

Not all students with a disability are able to meet all requirements of the regular school program. Some students may not be able to work on grade level or pass the required courses for graduation. Some students may need a different curriculum to meet their priority educational needs.

The IEP Team decides if curriculum modifications are needed for a student with disabilities. Modifications may include:

Completion of part of the program or some course requirements

Curriculum expectations below grade level Alternate curriculum goals Alternate assessments

More about Accommodations

To decide which accommodation the student needs, think first about the learning problems the student has. The Special Education Teacher is the person to ask these questions to, this is a collaborative process.

Assistive technology encompasses a wide range of tools and techniques. Some low-tech tools are pencil grips, study guides, or highlighted materials. High tech tools include calculators, talking calculators, some students may need access to basic word processing technology such as classroom computers and/or computer labs.

Suggestions for Accommodations for Reading

Learning problem-difficulty finding the main ideas or knowing what is important to remember

Examples: highlight important ideas and tell

students to read first Provide a study guide Allow the use of a book written at

a lower grade level Provide tape-recorded version of

the material

Reading Accommodations

Learning problem- Students can understand information when they listen, but cannot read material required for class assignments. Example:

Provide tape-recorded version of the material

Use a videotape or movie that presents the same information

Have a learning buddy read aloud textbooks or printed material

Provide books-on-tape

Accommodations for Lectures and Discussions

Learning Problem-Students have difficulty understanding what they are suppose to learn.

Examples: Use visual overheads,

PowerPoint's Provide an overview of the content

at the beginning of the lesson Give summary sheets of important

information with a list of questions to be answered

Discussion Accommodations

Learning problem-Students have trouble following the ideas during the discussion.

Keep student involved by encouraging them to ask questions or by breaking up into small group activities

Identify the main steps or key components Give student copies/outline of the Teacher’s

lesson/discussion notes Provide help for note taking Use visuals as much as possible

Math Accommodations Learning problem-students have difficulty

understanding math concepts and solving problems

Examples: Let student use concrete materials and objects

to learn about math Color-code or highlight key words in math

problem Let student use a calculator or chart for basic

facts for computation

Math Accommodations Learning problem-Student has difficulty solving math

word problems Make sure the student’s inability to read is not the

cause of his/her difficulty Provide word problems that require a one-step

process Teach the student to look for “clue” or “key” words in

a word problem Have student restate math word problems in their

own words.

Writing Accommodations Learning problem- student has difficulty

with fine motor control and handwriting Let student write directly in the workbook

or on a copy of the workbook page Let student use word processor Let student dictate their work to a

classmate Let student use adapted devices: pencil

grips or special pens, erasable pens, special paper with raised lines, or color coded lines

Following Instructions Accommodations

Learning problem-students have trouble remembering what to do

Have student say directions in their own words Teach students how to use an assignment notebook

or personal planner to keep track of assisignments and tests

Give step-by-step instructions. Outline the steps in writing or use pictures

Complete sample problems Use diagrams

Organization Accommodations

Learning problem-students are confused by complex instructions and materials

Use color-coding to help students identify different task or materials

Use uncluttered tests and worksheets. Arrange problems or work so that it is easy to know where to start and how to proceed

Organization Accommodations

Learning problem-student has difficulty keeping their material and belongings organized

Let student use a special folder or binder to keep material organized

Use dividers or folders to keep subjects organized and use a different color for each unit or subject

Give students a checklist of materials needed for each class. The checklist can be kept in the locker or binder

Remember if it is written in the IEP it better be implemented!

More about Modifications Modifications to the expectations of the curriculum

may be necessary if the student can’t work on grade level. Curriculum modifications should only be considered by the IEP Team only after documented attempts of accommodations have been exhausted.

When thinking about modifications, the IEP Team must consider LONG-RANGE IMPACTS of lowering the expectations. This decision will affect diploma options. Requirements for a standard diploma includes passing a set of regular courses with a “C” average and passing graduation exams.

Alternate Curriculum Goals

For some students the IEP Team may decide the student’s priority educational needs are different from the general curriculum and due to significant cognitive disability may require an alternate curriculum. In the state of Alabama this would be the Extended Standards Curriculum. The state assessment for the Extended Standards is the Alabama Alternate Assessment.

This is an IEP Team decision. The ALSDE has established guidelines to help the IEP Team determine whether or not the student should participate in the state or district assessments.

IEP Team Membership All members of the IEP Team are

very important!

Team Members:

1. Parents of the student with a disability

2. Not less than one Regular Education Teacher of the student

3. Not less than one Special Education Teacher of the student

4. Representative of the public agency (LEA)

5. Individual who can interpret the instructional implications of evaluations results

IEP Team Membership6. At the discretion of the parent or agency

other individuals who have knowledge or expertise regarding the student

7. Whenever appropriate, the student with a disability

8. Secondary Transition Services Participants

9. Early Intervention Representatives

***All of the members listed must stay in the IEP meeting until it is completed!

“TOP TEN” EXCUSES for Violating an IEP

“It’s not fair to my other students.” “I don’t have time.” “He doesn’t want my help.” “I didn’t sign on for this.” “I don’t get paid enough for this !” “The parents are the REAL problem!”

“TOP TEN” He’s just lazy!” “No one told me I supposed to do anything.” “I’m ready to retire anyway.” “I think this is stupid.”

Important PointsAn IEP is a legally binding contractAny failure to provide a service, aide, or

instruction provided in the IEP constitutes a violation of this contract, and may lead to liability for the school, district and/or teacher.

“ There is a 2-year statute of limitation for IEP’s.”

Melinda Baird, Esq.

Let’s Have a Great Year!

Resources Alabama State Department of Education

www.alsde.edu.us University of Florida:

www.myfloridaeducation.com Georgia Learning Connections:

www.glc.k12.ga.us/ • Pre-Referral Intervention Manual (PRIM) • Melinda Baird, Esq.

www.mbairdlaw.com