How to Modify & How to Modify & Accommodate for AutismAccommodate for Autism

Dallas Independent School DistrictDallas Independent School DistrictSpecial Education DepartmentSpecial Education Department

IDEA Coordination and Specialized IDEA Coordination and Specialized ProgramsPrograms

RemindersReminders

Take care of yourselfTake care of yourself Place all cell phones on silent or Place all cell phones on silent or

vibratevibrate Use your inside voiceUse your inside voice Respect others Respect others Everyone participatesEveryone participates

Agenda

Ice Breaker Differences

between Acc and

Modify

SupportsIEP Goals and Objectives

Accommod

ation PageConclusion

ObjectivesObjectives

The objectives for today’s staff The objectives for today’s staff development are:development are:

To recognize the importance of To recognize the importance of accommodating and modifying for accommodating and modifying for studentsstudents

Identify various strategies and tools Identify various strategies and tools to assist with instruction.to assist with instruction.

ICE BREAKERICE BREAKER

Connect the NumbersConnect the Numbers

Directions:Directions:

Connect the numbers in order from 1 Connect the numbers in order from 1 to 60. to 60.

You have one minute to complete this You have one minute to complete this activity.activity.

Connect the NumbersConnect the Numbers

Let’s re-do this activityLet’s re-do this activity

Directions:Directions:

Using the new handout, fold your Using the new handout, fold your paper in half (hot dog or hamburger paper in half (hot dog or hamburger fold).fold).

Fold your paper in half again (you Fold your paper in half again (you should have four squares.should have four squares.

Connect the NumbersConnect the Numbers

Now, connect Now, connect the numbers the numbers form 1 to 60.form 1 to 60.

Before you can Accommodate or Before you can Accommodate or Modify……Modify……

All students who receive special All students who receive special education services have an education services have an Individualized Education Plan. This Individualized Education Plan. This document describe students’ skills document describe students’ skills and states goals for services as well and states goals for services as well as strategies for achieving those as strategies for achieving those goals.goals.

Before you can Accommodate or Before you can Accommodate or Modify….Modify….

Annual IEP goals and objectives should Annual IEP goals and objectives should describe what the ARD committee expect describe what the ARD committee expect the child to accomplish. The goals should the child to accomplish. The goals should focus on the special education and related focus on the special education and related services school employs to offset or services school employs to offset or reduce the problems resulting from the reduce the problems resulting from the disability.disability.

Refer to Handout #1Refer to Handout #1

Before you can Accommodate or Before you can Accommodate or Modify….Modify….

The accommodation page is part of The accommodation page is part of the IEP that explains what the IEP that explains what accommodations that the students accommodations that the students needs to be successful.needs to be successful.

Refer to handout #2Refer to handout #2

AccommodationsAccommodations

Accommodations- A change made in Accommodations- A change made in the teaching or testing procedures the teaching or testing procedures in order to provide a student with in order to provide a student with access to information and to create access to information and to create an equal opportunity to demonstrate an equal opportunity to demonstrate knowledge and skills.knowledge and skills.

ModificationsModifications

Modifications- A change in WHAT theModifications- A change in WHAT the

student is expected to learn and/orstudent is expected to learn and/or

demonstrate. While a student may demonstrate. While a student may be working on modified course be working on modified course content, the subject area remains content, the subject area remains the same as the restthe same as the rest

of the class.of the class.

Determining Accommodations Determining Accommodations Versus ModificationsVersus Modifications

Working as a table group, read eachWorking as a table group, read each

statement of support for students statement of support for students with disabilities. Then indicate, by with disabilities. Then indicate, by placing a (√) in the appropriate placing a (√) in the appropriate column, if it is a accommodation or column, if it is a accommodation or modification.modification.

Concepts and Strategies to Prepare Concepts and Strategies to Prepare You to Assist in Classroom You to Assist in Classroom

InstructionInstruction

As a paraprofessional, your primaryAs a paraprofessional, your primary responsibility is to assist the teacherresponsibility is to assist the teacher and support student learning.and support student learning.

Some Visual SupportsSome Visual Supports

Labeling materials and equipment.Labeling materials and equipment.

Using drawings and models to help Using drawings and models to help illustrate concepts.illustrate concepts.

Using flash cards to learn key Using flash cards to learn key informationinformation

Some Visual SupportsSome Visual Supports Using visual materials – charts, Using visual materials – charts,

graphs, pictures, videos, etc.graphs, pictures, videos, etc.

Showing a model of what the end Showing a model of what the end product will look like.product will look like.

Use visual cards, oral and written Use visual cards, oral and written directions.directions.

Numbering the steps in a task.Numbering the steps in a task.

Refer to handoutsRefer to handouts

Physical SupportsPhysical Supports

The TAKS-ALT was designed to The TAKS-ALT was designed to evaluate students on the state evaluate students on the state standards (TEKS). standards (TEKS).

This activity is designed to help This activity is designed to help familiarize yourself with the physical familiarize yourself with the physical supports that may be used in the supports that may be used in the classroom.classroom.

PromptingPrompting

As a group, place the prompting As a group, place the prompting description in order from most to description in order from most to least invasive.least invasive.

Refer to the Ziploc bags on the tablesRefer to the Ziploc bags on the tables

Instructional Accommodation & Instructional Accommodation & Modification ActivityModification Activity

Each group will receive a scenarioEach group will receive a scenario

identifying a student with autism or identifying a student with autism or Asperger’s Syndrome. Using prior Asperger’s Syndrome. Using prior knowledge and the information we knowledge and the information we have discussed, list accommodations have discussed, list accommodations and modifications that would assist and modifications that would assist the student to be successfulthe student to be successful

in the classroom.in the classroom.

HOW DO I TEACH THIS KID?HOW DO I TEACH THIS KID?

Visual Work TasksVisual Work Tasks

List ideas for differentiated instructions for List ideas for differentiated instructions for the following work task:the following work task:

Gallery Walk - ConclusionGallery Walk - Conclusion

Name some ways to accommodate or

modify for students with special needs

What can you do to

help student

to be successfu

l?Tell one thing you learned today that

you will apply this fall?

Closing ActivityClosing Activity

I haveI have……………………………………

Who has………………Who has………………

SURVEYSURVEY

Please complete thePlease complete the

Survey Survey

The Special Education The Special Education Department will like to Thank Department will like to Thank You for attending the trainingYou for attending the training