Accommodations and Modifications

In the last series of posts, we looked at ways assistive technology can help diverse learners access the curriculum and environment. If you would like more information on resources in Indiana, see the post about PATINS, and also look at Easter Seals Crossroads. Both can let you borrow AT to try with your child before making a purchase.

Another way to provide access to general education is through the use of accommodations and/or modifications. This next series of posts will explore these options to enable a child with a disability to be a meaningful participant in a regular classroom.

Accommodations and modifications are types of adaptations that are made to the environment, curriculum, instruction, or assessment practices in order for students with disabilities to be successful learners and to participate actively with other students in the general education classroom and in school-wide activities.

Accommodations are changes in how a student accesses information and demonstrates learning. Accommodations do not substantially change the instructional level, content, or performance criteria. The changes are made in order to provide a student with equal access to learning and equal opportunity to show what he or she knows and can do. Accommodations can include changes in the following:

• presentation and/or response format and procedures

• instructional strategies

• time/scheduling

• environment

• equipment

• architecture

Modifications are changes in what a student is expected to learn. The changes are made to provide a student opportunities to participate meaningfully and productively along with other students in classroom and school learning experiences. Modifications include changes in the following:

• instructional level

• content

• performance criteria

Examples

The following are some examples of accommodations and modifications that can be provided in the general education classroom. Note: This is not a complete list. The IEP team determines accommodations and modifications that meet the unique and individual needs of the student.

Accommodations:

• test taken orally

• large print textbooks

• additional time to take test

• a locker with an adapted lock

• weekly home-school communication tool, such as a notebook or daily log book

• peer support for note taking

• lab sheets with highlighted instructions

• graph paper to assist in organizing and lining up math problems

• tape record lectures

• use of a computer for writing

Modifications:

• an outline in place of essay for major project

• Picture Communication Symbols (PCS) choices on tests

• alternative books or materials on the same theme or topic

• spelling support from a computerized spell check program

• word bank of choices for answers to test questions

• use of a calculator on a math test

• film or video supplements in place of text

• questions re-worded using simpler language

• projects substituted for written reports

• important words and phrases highlighted

Deciding which accommodations and/or modifications to use is an individualized process that depends on the assignment and the needs of the individual student. When the appropriate adaptations are made, the student can have true access to the general education curriculum.

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