Created by Amanda Johnson

Accommodations and Modifications

5 W’s of Accommodations and Modifications  What  Who  When  Where  Why  How

What  Accommodations are changes in course content, standards, test presentation, location, timing, scheduling, expectations, student responses, environmental structuring and/or other attributes which provide access for a student with a disability to participate in a course/standard/test, which DO NOT fundamentally alter or lower the standard or expectations of the course/standard/test. Therefore, grading procedures are the same for all students.  Accommodations

What  Modifications  Modifications are changes in course content, standards, test presentation, location, timing, scheduling, expectations, student responses, environmental structuring and/or other attributes which provide access for a student with a disability to participate in a course/standard/test, which DO fundamentally alter or lower the standard or expectations of the course/standard/test. Therefore, this student will be graded according to methods specified in his/her individual plan.

Who Who implements the accommodations and/or modifications?  General Education teachers  Special Education teachers  Notification of teacher responsibility

Where Where do accommodations and modifications take place?  Accommodations and modifications can happen anywhere on campus: the classroom, playground, testing, cafeteria, assemblies, etc  The IEP will dictate the situation usage.

When When to use the accommodation or modification.  The use of accommodation or modification should be dictated and followed per the IEP.  i.e. a calculator on math testing, extended testing time, test questions read aloud, a scribe for note taking, etc.

Why Why should a teacher follow the accommodations and modifications listed on the IEP?  It is the law  An IEP or 504 plan is a legally binding document  It allows the student access to an equal education.  You can be held liable for not following the IEP. You, the school, and district can be sued if the IEP is not upheld.  Doe v. Withers

How – Assessment Accommodations ericson-ask-the-general-and-special-education-teachers/agc_11/#content

How – Instructional Accommodations Examples of Instructional Accommodations Pencil grips Increased time to complete assignments or tests Additional practice of specific skills or concepts Large-print books Calculators and spell checkers Increased opportunities for applying skills or concepts A quieter settingWord-processing softwareDirect instruction in using specific knowledge in different contexts

How - Modifications Reduce assignments Require a student to write one or two paragraphs instead of several pages. Vary levels of reading material Students in a class might read literature at different levels, though all learn to identify character development, plot, and “voice”. Design new material Tasks might mirror the general education curriculum but vary in difficulty. For example, all students might receive math instruction, but some would study basic algebra while others solved simple word problems. Use lower level texts Use a textbook or text in the same subject matter that is below the grade level of the class. ericson-ask-the-general-and-special-education-teachers/agc_12/#content

Nine Types of Curriculum Adaptations (Diana Browning Wright, Teaching & Learning, 2005)

Diana Browning Wright-9 Types of Curriculum Adaptations

1. Quality  Adapt the number of items that the learner is expected to learn or complete.  Ex: Reduce the number of terms a learner must learn at one time *This adaptation does not always necessitate alternate assessment and grading based on an IEP objective and is therefore an accommodation.

2. Time  Adapt the time allotted and allowed for learning, task completion, or testing.  Ex: Individualize a timeline for completing a task, slower pace, etc. *This adaptation does not always necessitate alternate assessment and grading based on an IEP objective and is therefore an accommodation.

3. Level of Support  Increase the amount of personal assistance with a specific learner.  Ex: Assign peer buddies, teaching assistants, peer tutors, or cross-age tutors *This adaptation does not always necessitate alternate assessment and grading based on an IEP objective and is therefore an accommodation.

4. Input  Adapt the way instruction is delivered to the learner.  Ex: Visual aids, enlarge text, more concrete examples, hands-on activities, cooperative groups. *This adaptation does not always necessitate alternate assessment and grading based on an IEP objective and is therefore an accommodation.

5. Difficulty  Adapt the skill level, problem type, or the rules on how the learner may approach the work.  Ex: Allow use of a calculator, simplify directions, and change the rules to accommodate learner needs. *This adaptation does not always necessitate alternate assessment and grading based on an IEP objective and is therefore an accommodation.

6. Output  Adapt how the student can respond to instruction.  Ex: Allow for verbal response, some knowledge through hands-on activity *This adaptation does not always necessitate alternate assessment and grading based on an IEP objective and is therefore an accommodation.

7. Participation  Adapt the extent to which a learner is actively involved in the task.  Ex: In geography, have a student hold the globe, while others point out locations. *This adaptation does not always necessitate alternate assessment and grading based on an IEP objective and is therefore an accommodation.

8. Alternate Goals  Adapt the goals or outcome expectations while using the same materials.  Ex: In social studies, expect a student to be able to locate just the states while others learn to locate capitals as well. ** This adaptation often is available for students with grading based on IEP objectives. These adaptations do fundamentally alter performance standards. They are considered modifications

9. Substitute Curriculum  Functional Curriculum  Provide different instruction and materials to meet a learner’s individual goals.  Ex: During a language test, one student is learning computer skills in the computer lab ** This adaptation often is available for students with grading based on IEP objectives. These adaptations do fundamentally alter performance standards. They are considered modifications

Collaboration Table 1. The Five Step Process Activity Description Step 1: Review the standard, performance task, and curricular demands. The collaborative general and special education team communicate about the standard that students will encounter. Step 2: Discuss the learning needs of the student and the availability of resources. This step is an opportunity to talk about the specific needs and concerns relevant to the placement of the student. Modifications may be discussed at this stage. Step 3: Decide on accommodations for the student and determine responsibility for implementing them. The general and special education teacher creatively explore the changes that will be implemented to allow the student to more fully participate in instruction. Step 4: Monitor, adjust, and provide formative feedback. This step provides an opportunity for the collaborative team to determine who will be responsible for monitoring the effectiveness of the accommodation. Step 5: Evaluate students using established criteria. Step five provides an opportunity for the collaborative team to clearly identify the target and discuss how students will be evaluated in relation to the target.

Collaboration Topics  Monitor students progress toward goals and objectives.  Exchange ideas on how to continue to make gains toward goals (what works, what doesn’t).  Discuss options.  Plan for interventions  Generate strategies.  Celebrate successes.

Goal Worksheet Team Members: _________________________________________________________ Meeting Date: _________________ Review Date: ____________________ StudentGoalPerson/s Responsible Time FrameStrategiesEvidence Collaboration Worksheet

Learning Disabilities  The National Center for Learning Disabilities surveyed 1,980 adults about their perceptions of learning disabilities.  The NCLD made a list of the top 10 myths about Learning Disabilities (LD).  disabilities/what-is-ld/top-10-ld-myths- misconceptions disabilities/what-is-ld/top-10-ld-myths- misconceptions disabilities/what-is-ld/top-10-ld-myths- misconceptions

NCLD Myth #1  Myth #1: Individuals with learning disabilities have low intelligence.  False. There is no correlation between LD and low IQ. In fact, by definition, people with LD have average or above average intelligence. Indeed, the list of accomplished individuals with LD includes Whoopi Goldberg, Anderson Cooper, Richard Branson and Tommy Hilfiger, among others. accomplished individualsaccomplished individuals

NCLD Myth #2  Myth #2: LD can be cured.  False. Learning disabilities are lifelong and cannot be cured. Thankfully, with the proper mix of intervention and support, individuals with LD can succeed in school, work and life. intervention and supportintervention and support

NCLD Myth #3  Myth #3: Only children have LD.  False. You cannot outgrow LD. Children with LD become adults with LD. Although there are no reliable data on how many adults in the general population have LD, we know that many face significant challenges in their adult lives. face significant challenges in their adult livesface significant challenges in their adult lives

NCLD Myth #4  Myth #4: The only kind of LD is dyslexia.  False. It’s true that the most common type of LD is dyslexia (reading). However, there are other types of LD, such as dysgraphia(handwriting) and dyscalculia (math). Moreover, other conditions such as dyspraxia (motor skills) and ADHD often co-occur with LD. dyslexiadysgraphiadyscalculiadyspraxiaADHDdyslexiadysgraphiadyscalculiadyspraxiaADHD

NCLD Myth #5  Myth #5: Corrective eyewear is an effective treatment for LD such as dyslexia.  False. Decades of research have shown that dyslexia is not a vision problem that can be corrected with eyewear, but instead a problem of language processing in the brain. There is no evidence that controversial therapies such as vision therapy are effective in treating LD. language processing in the brainvision therapylanguage processing in the brainvision therapy

NCLD Myth #6  Myth #6: Watching too much television causes LD.  False. Although there may be good reasons not to watch too much television, preventing LD is not one of them. Watching television does not cause LD.

NCLD Myth #7  Myth #7: Vaccinations can cause LD.  False. There is simply no evidence that vaccinations cause LD. Although the exact causes of LD are not clear, we do know that LD sometimes runs in families and that events during fetal development can also play a role. exact causes of LDexact causes of LD

NCLD Myth #8  Myth #8. An employer can ask whether a job applicant has LD.  False. Federal law protects individuals with disabilities from discrimination. At a job interview, a prospective employer may not ask a job applicant if he or she has LD. To protect themselves, workers with LD need to understand their rights in the workplace. rights in the workplacerights in the workplace

NCLD Myth #9  Myth #9: People with LD will not find career success.  False. With intervention and support, people with LD can achieve career success and many have done so. For some inspiring examples, check out our collection of LD success stories. success storiessuccess stories

NCLD Myth #10  Myth #10: It’s OK to joke about LD when someone makes a reading, writing or math mistake.  False. People with LD often feel shame and stigma about the difficulties they face. Bullying is also a very real problem in schools. Making a joke about LD may seem harmless, but in reality is deeply hurtful to those with LD. There are plenty of ways to be funny without doing so at another person’s expense. Bullying