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Modifications and Accommodations

This document outlines modifications and accommodations that can be made for students in the areas of quantity, time, level of support, input, difficulty, output, participation, and goals/curriculum. Some examples given are adapting the number of items students are expected to learn, allowing more time for task completion, increasing personal assistance, teaching in different ways using various aids, simplifying directions, allowing alternative ways for students to respond, adapting participation levels, and substituting curriculum for students with severe disabilities. The accommodations are intended to individualize the learning process and meet students' needs.

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986 views1 page

Modifications and Accommodations

This document outlines modifications and accommodations that can be made for students in the areas of quantity, time, level of support, input, difficulty, output, participation, and goals/curriculum. Some examples given are adapting the number of items students are expected to learn, allowing more time for task completion, increasing personal assistance, teaching in different ways using various aids, simplifying directions, allowing alternative ways for students to respond, adapting participation levels, and substituting curriculum for students with severe disabilities. The accommodations are intended to individualize the learning process and meet students' needs.

Uploaded by

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Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Modifications and AccommodationsJennifer

Lamborn
6-22-2016
QUANTITY
1. Adapt the number of items the
students is expected to learn
2. Allow completion of tasks in
chunks until the student has
met objective
3. Adapt the amount of
information provided at one
time

TIME
1. Adapt the time allotted for
learning, task completion or
testing
2. Allow a longer period of time
for students to learn the
concepts
3. Individualize the pace of the
learning to meet the needs of
the students

LEVEL OF SUPPORT
1. Increase the amount of
personal assistance with a
specific learner
2. Provide instruction in a
manner that can become
independently supported as
necessary
3. Assign peer buddies, teaching
assistants, or tutors

INPUT
1. Teach in a different way
2. Adapt the way instruction is
delivered to students
3. Use audio and visual aids, use
hands on activities, prereading activities or place
students in cooperative
groups

DIFFICULTY
1. Adapt the skill level, problem
type, or the rules on how the
approach of the assignments
2. Do not water down the
materials. Examine abilities
and disabilities and making
the assignment fit
3. Simplify directions. Provide
cues, calculators, computers,
etc

OUTPUT
1. Adapt HOW the student can
respond to the instruction
2. Does everything have to be
paper and pencil tasks
3. Instead of writing answers,
use verbal techniques,
projects, games, portfolios
and hands on tasks

PARTICIPATION
1. Designed for a student with a
severe disability
2. Adapt the extent that a
student is actively involved in
the task
3. Adapt the level of
participation expected during
a task

ALTERNATE GOALS
1. Designed for a student with a
severe disability
2. Adapt the goals, objectives or
outcome expectations while
using the same materials as
the rest of the class

SUBSTITUTE CURRICULUM
1. Designed for a student with a
severe disability
2. Provide different instructions
and materials to meet
students individual goals
3. This is decided by the ARD
and should be planned by the
committee

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