Martha Van Leeuwen University of Kansas Resources for Paraeducators Website Accommodations and Modifications

Accommodation...Modification...Is there a Difference? Yes! There is a difference A modification means a change in what is being taught to or expected from the student. An accommodation is a change that helps a student overcome or work around the disability.

Accommodation or Modification? Still not see much of a difference? Here are some examples of modifications and accommodations to help you understand how each works. Sally is in the 6th grade and has difficulty keeping up with her peers due to her difficulty with reading fluency and reading comprehension. Some of the things she is able to do to help her keep up with the class is: - Directions and Questions read aloud - Books on tape - Using the computer for written assignments - Extra time to complete tests and assignments With these supports in place, Sally is able to stay continue to work along side her peers and complete all of her work for appropriate grades. Accommodation or Modification?

Answer Sally's supports are all ACCOMMODATIONS. Sally continues to complete the same work as her peers, but has accommodations in order to help her work around her difficulty with reading. She is still expected to complete 6th grade work, but has some supports in place so her disability in reading does not effect what she is expected to know.

Accommodation or Modification? Mitch is a 3rd grade student and has trouble with all subjects. He is working on many skills that are at a kindergarten level. When in the classroom for math, his same aged peers are working on multiplication. Mitch works on math, but focuses on addition and does not practice multiplication with his classmates. Addition is still very hard for Mitch, but he continues to work very hard. Mitch is able to work one on one with an adult or the teacher on these skills and continues to improve everyday. Accommodation or Modification?

Answer Mitch's supports are MODIFICATIONS. He is working on math, but his expectations are different than that of his fellow 3rd graders. He is still receiving math instruction, but due to Mitch's disability he is now expected to master addition rather than multiplication. This does not mean Mitch will never do multiplication, it only means Mitch is not able to master it at this time and needs to continue to work on his addition skills before he can move on to higher level skills.

Texas First Chart Instructional Accommodation Instructional Modification Explanation Changes how the content is · taught, · made accessible, and/or · assessed. Accommodations DO NOT change what the student is expected to master. The objectives of the course/activity remain intact. Also changes how the content is · taught, · made accessible, and/or · assessed. Modifications DO change what the student is expected to master. Course/activity objectives are modified to meet the needs of the learner. Examples One-on-one or small group instruction Extended time on assignments and/or assessments Braille or large print materials Shortened assignments and/or assessments Slant boards or study carrels Oral administration of subject- area tasks that do not assess decoding/reading comprehension Instruction that focuses on selected grade-level state assessments instead of all of the assessments for the grade-level course Changes in the scoring rubrics or grading scale Reducing the complexity of the activity (e.g., only one step as opposed to multiple steps to solve a problem) Cueing or prompting the student during a grade-level activity

References Texas Project First Cooley, M. L., (2007). Teaching Kids with Mental Health and Learning Disorders in the Regular Classroom. Minneapolis; Free Spirit Publishing Inc.