In math, Scott can add and subtract the numbers less than 10 and hopes to learn to use his new calculator this year. Scott recognises and sounds out many words, is reading small books, and recognises the names of all the students in his class. However, Scott works hard, likes school and especially like learning to read. Scott’s parents and teachers know that the gap between Scott’s academic achievement and that of his classmates will gradually increase. For the past two years he has watched and asked Billy, a friend and classmate, whenever he didn’t know what to do. Like many students with Down syndrome, Scott learns much by watching. For example, having the student use Unifits to practice one to one correspondence when the learning target is to use Unifits cubes to determine measurement.Activity: Chalkboard Splash Scott is included in a grade 3 class and learns to read in a small group in the resource room. If you are adjusting the learning target to be lower than grade level for any activity, assignment or task, then you are making a modification.For example, allowing a student to verbally answer test questions. When you change the task, but not the learning target you are providing an accommodation. Every activity, assignment, task and project should be linked to a learning target.However, writing a paragraph instead of a 3 paragraph essay in response to an essay question in science (when the learning target is to explain the water cycle) is an accommodation. For example, writing a paragraph in a Language Arts class when the learning target is to write a three paragraph essay would be a modification. An accommodation in one setting - could be a modification in another setting.When selecting an accommodation or modification - Always keep the learning target in mind. Using an accommodation that invalidates what is being measured by the assessment (e.g., providing an addition chart for a math calculation assessment). Reducing or revising assignments and assessments so a child only needs to complete the easiest problems or items.
Requiring a child to learn less material (e.g., fewer objectives, shorter units or lessons, fewer pages or problems). Modifications can increase the gap between the achievement of children with disabilities, including ELLs with disabilities, and expectations for proficiency at a particular grade level. Setting - change the location in which an assignment or assessment is given or the conditions of the setting.Timing/Scheduling Accommodations - increase the allowable length of time to complete an assignment or assessment, or change the way the time is organized for an assignment or assessment.Response - allow students to complete assignments, assessments, and activities in different ways (alternate format or procedure) or to solve or organize problems using some type of assistive device or organizer.These include alternate modes of access which may be auditory, multisensory, tactile, or visual. Presentation Accommodations - change how an assignment or assessment is given to a child.When considering accommodations for students on IEPs it is helpful to consider 4 areas: presentation, response, timing/scheduling and When determining accommodations, IEP teams must keep in mind that the accommodations they determine a child should use in the classroom are the same accommodations that a child will be able to use when taking state- and district-wide assessments. It is not always obvious what accommodations or modifications would be beneficial for a particular child, or how changes to the curriculum, its presentation, the classroom setting, or student evaluation might be made. Good instructional decisions are based on gathering and reviewing information about the child’s disability and the child’s present level of performance in relation to the content standards for each child’s grade level. Accommodations and modifications are types of adaptations that are made to the environment, curriculum, instruction, or assessment practices in order for children with disabilities to be successful learners.ĭecisions about appropriate accommodations and modifications begin with an IEP team making good instructional decisions. IEP teams attempt to “level the playing field” by using accommodations and modifications so children with disabilities can have access to and make progress in the general education curriculum. What are accommodations and modifications?
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