1. ACCOMMODATIONS & MODIFICATIONS Kelly Matheson SPED 672 Spring 2014

2. DEFINITIONS Accommodation DO NOT fundamentally alter or lower the standards or expectations of the course/standard/test. Modification DO fundamentally alter or lower the standards or expectations of the course/standard/test. BOTH are changes to the course content, teaching strategies, standards, test preparation, location, timing, scheduling, expectations, student responses, environmental structuring and/or attributes which provide access for a student with a disability to participate in a course/standard/test

3. ACCOMMODATION EXAMPLE  Questions read aloud to the student  More time provided for test or assignments  Verbal responses accepted  Large print books and materials

4. MODIFICATION EXAMPLE  Questions such as story problems may be omitted from the test  Student may have less homework assignments  Alternative assignments

5. DIANA BROWNING WRIGHT-9 TYPES OF CURRICULUM ADAPTATIONS

6. MISCONCEPTIONS ABOUT LDS  Learning Disabilities will go away or get better as the student gets older.  Students typically learn how to cope with and find strategies to help them with their learning disability in order for them to succeed, however the learning disability does not go away.  Students with Learning Disabilities tend to have a lower IQ.  Learning disabilities occur for reasons other than diminished cognitive ability.  The unique ways that their brains are organized to receive, process, store, retrieve and communicate information, they struggle to accomplish tasks that are necessary to success in school and in life.  This is why accommodations and modifications are so crucial for students to succeed.

7. CONSEQUENCES OF NON-COMPLIANCE  Accommodations and modifications MUST be provided to students as written in their IEPs or 504 plans. Teachers who do not do so may be personally liable for damages.  Schools that do not provide proper accommodations or modifications that are written in the IEP or 504 are at risk for losing state or federal funding.  Civil lawsuits that could result in personal liability exposure.  Families may request Due Process Hearing

8. WHO ENFORCES IT?  U.S. Department of Education (ED) enforces Section 504 in programs that receive financial assistance from ED.  ED runs Office of Civil Rights (OCR) to enforce Section 504 and other civil rights laws.  First OCR attempts to bring about voluntary enforcement, if not successful OCR may: (1) initiate administrative proceedings to terminate Department of Education financial assistance to the recipient; or (2) refer the case to the Department of Justice for judicial proceedings.

9. COLLABORATION SUGGESTIONS  The student’s needs come first  Do whatever it takes to make the student a priority. Effective, open, and timely communication Meet after school Keep an open mind Co-teach in the general education classroom

10. SOURCES  Browning, D. (2010, September 22). Retrieved from 9 Types of Curriculum Adaptations: http://www.lbschools.net/Main_Offices/Curriculum/Services/Special_Educati on/pdf/NinetypesofAdaptations.pdf http://www.lbschools.net/Main_Offices/Curriculum/Services/Special_Educati on/pdf/NinetypesofAdaptations.pdf  http://www.pent.ca.gov/acc/commondefinitions_accom-mod.pdf http://www.pent.ca.gov/acc/commondefinitions_accom-mod.pdf  http://www2.ed.gov/about/offices/list/ocr/504faq.html http://www2.ed.gov/about/offices/list/ocr/504faq.html