Accommodations versus Modifications: What is the Difference??

Welcome Agenda – Modifications – Accommodations – Questions to Considered – Differences – Examples of Accommodations/Modifications – Questions

Accommodations= HOW a student learns Accommodations

Accommodations continued…. Allows a student to complete the SAME assignment or test, but with a CHANGE in the timing, pace, setting, scheduling, response, and/or presentation. DOES NOT alter or lower the standards or expectations A support or service so student can MEET the expectation in the general education curriculum Lessens the effect(s) of the disability.

Modifications= WHAT a student will learn Modifications

Modifications continued….. Adjustment to an assignment or test that CHANGES the standard or the expectations. Used when the concepts are beyond student ability. Curriculum and/or instruction is changed drastically. With modifications, students with disabilities are NOT expected to master the same concepts/content as others. Reduces the learning expectations

OF THE ACCOMMODATIONS THAT MATCH THE STUDENT’S NEEDS, CONSIDER The student’s willingness to learn to use the accommodation Opportunities to learn how to use the accommodation in classroom settings Conditions for use on state assessments Accommodations/Modifications should match the areas of disability/deficit.

QUESTIONS TO CONSIDER What are the student’s learning strengths and needs? How do the student’s learning needs affect the achievement of grade level content standards?

QUESTIONS TO CONSIDER What specialized instruction (e.g., learning strategies, organizational skills, reading skills) does the student need to achieve grade level content standards? What accommodations will increase the student’s access to instruction and assessment by reducing the effects of the disability? Has the General Education teacher given input on the benefit or negative impact the accommodation has in the classroom?

BENEFITS OF COLLABORATION Definition: General and special education teachers working as a team for the benefit of students with disabilities Promotes understanding of general and special education teacher roles and responsibilities

INVOLVE STUDENTS Involve students in selecting, using, and evaluating accommodations The more input students have in selecting their accommodations, the more likely the accommodations will be used Students should see accommodations as adding value to their daily life—not only in school—but for postsecondary, career, and community life

Timing/ Pacing Extended testing time beyond that allowed for the regular test administration. (Note: test session time frame plus 10 minutes allowed for all students.) Flexible schedules (i.e., breaks during test session, breaks between test sessions longer than 10 minutes)

Setting Administer the test to a small group in a separate location Administer the test to an individual student in a separate location Environment special lighting, adaptive or special furniture such as study carrel or carrel desk, noise buffers, location with minimal distractions Opportunity for student to stand, move, and/or pace during the regular test session (student must be tested separately so as not to disturb other test takers)

Assistive Technology- “When to check the box” Trials should be conducted on different products Need to have student buy in It is a team decision Examples of different Assistive Tech and box under Consideration of Special Factors should be checked: – Low Tech: board maker visual supports, PECS – Mid Tech: simple switches, QuickTalker – High Tech: Speech Generating Devices (SGDs) Accent 1000 by PRC

Response Assistive, adaptive, or augmentative technology calculators Ipad/Kuno Dragon Speak Pec Books Switch SpringBoard Lite Sign Language Recording Device Etc.

Response continued… Visual Response Assistance – Adaptive paper Ez Readers/tracking devices Colored paper overlay Larger print Graphic Organizers More white space on page Limit back to back copies Manipulatives- number/multiplication chart, counters, etc. Keep like problems together (matching problems, map references, etc.)

Response continued… Student points to answer Student circles the answer on paper or test booklet, Student dictates answers (scribe writes) Student says answers into a recording device PECS (Picture Exchange Communication System) (These are used for students with difficulty in OT, handwriting process, etc.)

Presentation Braille Large print Print version of the information if on computer/tablet Visual Presentation Assistance – abacus, graphic organizers, magnifiers, – templates, – or tests copied onto colored paper Auditory Assistance – amplifiers, FM Unit, etc. Choice in presentation of information Writing Songs Verbally sharing written information (essays, answers to questions, etc.) Projects

Presentation continued… Directions – paraphrasing/simplifying directions, translating/paraphrasing/simplifying directions in the student's native language student repeats directions in English or native language teacher/proctor highlights key words or phrases in directions only Student reads aloud to him/herself - includes use of whisper phones Signing test items for mathematics or science tests

Presentation continued… Reader script for regular-English mathematics and science tests only (No part of the reading test may be read aloud to students, including the reading passages, extended-response questions, multiple-choice questions or alternatives). This is based on a Documented Reading Disability Auditory presentation via audiocassette or CD -English mathematics and science tests only. Fewer items per page Providing cues (arrows or stop signs) on test booklets or answer documents

Questions??