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Accommodations and Modifications What are they? Misconceptions about learning disabilities What is...
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Accommodations and
ModificationsWhat are they?
Misconceptions about learning disabilitiesWhat is the general education teachers role?
What is the difference?Accommodations
Modifications
Accommodations
changes to the course content, teaching strategies, and standards!
AccommodationsLocation
environmental structuring
timing
test preparations Expectations
Scheduling
provide access for a student with a disability to participate in a course/standard/test
student responses
Accommodations
DO NOT fundamentally
alter or lower the standards or expectations of the course/standard/test
Modifications
DO fundamentally Or lower the standards or
expectations of the course/standard/test.
alter
Accommodations notes/outlinestype-written workhighlighted text
Daily agenda checks between
home/schoolPreferential seatingability to leave room
peer buddy behavior rewardExtended time on
assignmentsShortened assignments
simplification of directions
Reduction of homework
Reduction of class work
Omitting story problems
Modifications
Classroom
Specialized/alternative curricula written at lower level
Simplified vocabulary
Alternative reading books at independent reading level
Assessment
Tests read aloud to student
Verbal response acceptable in lieu of written response
Fewer multiple choice responses
Multiple -choice response instead of fill -in -the -blank or short answer/essay
Word banks provided for fill in the blank questions
Tests are written at lower level of understanding
Preview tests provided as study guide
Picture supports are provided
Use of calculator Grading based on
pass/fail Grading based on
work completion
Accommodations Modifications
Diana Browning Wright, M.S. L.E.P. 9 Accommodations QUANTITY TIME LEVEL OF SUPPORT INPUT DIFFICULTY OUTPUT PARTICIPATION ALTERNATE GOALS SUBSTITUTE CURRICULUM
QUANTITY Reduce the number of terms a learner
must learn at any one time. Add more practice activities or worksheets. Concrete Example: less spelling words on
a spelling test
This adaptation is a modification if the student will not demonstrate mastery of the
standard on an assessment. If routinely utilized, these adaptations are modifications
and require individualized goals and assessment.
TIME Individualize a timeline for
completing a task Pace learning differently
(increase or decrease) for some learners.
Concrete Example: later due dates
LEVEL OF SUPPORT
Assign peer buddies, teaching
assistants, peer tutors, or cross-age tutors.
Specify how to interact with the
student or how to structure the environment
Concrete Example: Reading buddies
INPUT Use different visual aids Enlarge text Plan more concrete examples
provide hands-on activities Place students in cooperative groups Pre-teach key concepts or terms
before the lesson. Concrete example: Give students an
outline of the material they will be covering
DIFFICULTY Allow the use of a calculator
to figure math problems Simplify task directions Change rules to
accommodate learner needs Concrete Example: Explain
problem in easier terms to understand
OUTPUT Instead of answering questions in
writing allow a verbal response Use a communication book for some
students Allow students to show knowledge
with hands on materials. Concrete example: allow students to
tape record themselves giving there answers
PARTICIPATION During instruction using “every
pupil response techniques” or “choral responding.”
In geography, have a student hold the globe, while others point out locations.
Ask the student to lead a group. Concrete example: “choral
reading”
ALTERNATE GOALS
Concrete example: moderate/severe students
expect a student to be able to
locate the colors of the states on a map, while other students learn to locate each state and name
the capital. This adaptation is a modification if the student will not demonstrate mastery of the standard on an assessment. If routinely utilized, these adaptations are modifications and require individualized goals and assessment.
SUBSTITUTE CURRICULUM
Provide different instruction and materials to meet a learner’s individual goals. When routinely utilized, this is only for students with moderate to severe disabilities.
Concrete Example: During a language lesson a student is learning toileting skills with an aide.
Misconceptions about learning disabilitiesLD’s are processing disorders that
occur for reasons other than diminished cognitive ability.
LD’s do not go away — they’re with you for life. That doesn’t mean someone with a LD can’t achieve or even be wildly successful. They just need to find ways to circumvent or accommodate for the areas in which they don’t do well.
Consequences of non-compliance
The Individuals with Disabilities Education Act (IDEA) (PL 105-17):
♦ Code of Federal Regulations (CFR) 300.347 – (The IEP must contain) “a statement of the program modifications…that will be provided for the child…to be involved and progress in the general education curriculum…and to participate in extra-curricular and other non-academic activities.”
Case Law – Doe vs Withers (1993-West Virginia Circuit Court, Taylor County #92-C-92): The parents of a student with learning disabilities brought legal action against a high school teacher for refusing to accommodate their son’s disability in the classroom. The parents alleged that the teacher refused to provide their son with oral testing as required in his IEP. The jury held in favor of the parent and awarded $5,000.00 in punitive damages and $10,000.00 in compensatory damages, for which the teacher was held responsible.
Collaboration Solutions
Discuss the learning needs of the student and the availability of resources.
Decide on accommodations for the student and determine responsibility for implementing them.
Sources Miriam Kurtzig Freedman, J.D., (1999) as quoted in “Guidelines
For the Promotion and Retention of Special Education Students,” California Department of Education, Special Education Division
Accommodations and modifications: Wait, they’re not the same? by Kori Hamilton and Elizabeth Kessler, professional special educator and NICHCY advisor http://nichcy.org/accommodations-and-modifications
Five Misconceptions About Learning DisabilitiesBY JASON KANE March 16, 2012 at 5:34 PM EST http://www.pbs.org/newshour/rundown/five-misconceptions-about-learning-disabilities/
DeSchenes, C., Ebeling, D., & Sprague, J. (1994). Adapting Curriculum & Instruction in Inclusive Classrooms: A Teachers Desk Reference
Diana Browning Wright, Teaching & Learning 2005