1. Accommodations and Modifications What are they? Misconceptions about learning disabilities What is the general education teachers role?

2. What is the difference? Accommodations Modifications

3. Accommodations changes to the course content, teaching strategies, and standards!

4. Accommodations Location environmental structuring environmental structuringtiming test preparations Expectations ExpectationsScheduling provide access for a student with a disability to participate in a course/standard/test student responses

5. Accommodations DO NOT fundamentally alter or lower the standards or expectations of the course/standard/test

6. Modifications DO fundamentally Or lower the standards or expectations of the course/standard/test. alter

7. Accommodations notes/outlines notes/outlines type-written work highlighted text Daily agenda checks between home/school Preferential seating ability to leave room peer buddy behavior reward behavior reward Extended time on assignments Shortened 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

8. 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 Tests are written at lower level of understanding Preview tests provided as study guide Preview tests provided as study guide Picture supports are provided Picture supports are provided Use of calculator Use of calculator Grading based on pass/fail Grading based on pass/fail Grading based on work completion Grading based on work completion AccommodationsModifications

9. Diana Browning Wright, M.S. L.E.P. 9 Accommodations QUANTITY QUANTITY TIME TIME LEVEL OF SUPPORT LEVEL OF SUPPORT INPUT INPUT DIFFICULTY DIFFICULTY OUTPUT OUTPUT PARTICIPATION PARTICIPATION ALTERNATE GOALS ALTERNATE GOALS SUBSTITUTE CURRICULUM SUBSTITUTE CURRICULUM

10. QUANTITY Reduce the number of terms a learner must learn at any one time. Reduce the number of terms a learner must learn at any one time. Add more practice activities or worksheets. Add more practice activities or worksheets. Concrete Example: less spelling words on a spelling test 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 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.

11. TIME Individualize a timeline for completing a task Individualize a timeline for completing a task Pace learning differently (increase or decrease) for some learners. Pace learning differently (increase or decrease) for some learners. Concrete Example: later due dates Concrete Example: later due dates

12. LEVEL OF SUPPORT LEVEL OF SUPPORT Assign peer buddies, teaching Assign peer buddies, teaching assistants, peer tutors, or cross- age tutors. Specify how to interact with the Specify how to interact with the student or how to structure the environment Concrete Example: Reading buddies

13. INPUT Use different visual aids Use different visual aids Enlarge text Enlarge text Plan more concrete examples provide hands-on activities Plan more concrete examples provide hands-on activities Place students in cooperative groups Place students in cooperative groups Pre-teach key concepts or terms before the lesson. Pre-teach key concepts or terms before the lesson. Concrete example: Give students an outline of the material they will be covering Concrete example: Give students an outline of the material they will be covering

14. DIFFICULTY Allow the use of a calculator to figure math problems Allow the use of a calculator to figure math problems Simplify task directions Simplify task directions Change rules to accommodate learner needs Change rules to accommodate learner needs Concrete Example: Explain problem in easier terms to understand Concrete Example: Explain problem in easier terms to understand

15. OUTPUT Instead of answering questions in writing allow a verbal response Instead of answering questions in writing allow a verbal response Use a communication book for some students Use a communication book for some students Allow students to show knowledge with hands on materials. Allow students to show knowledge with hands on materials. Concrete example: allow students to tape record themselves giving there answers Concrete example: allow students to tape record themselves giving there answers

16. PARTICIPATION During instruction using “every pupil response techniques” or “choral responding.” During instruction using “every pupil response techniques” or “choral responding.” In geography, have a student hold the globe, while others point out locations. In geography, have a student hold the globe, while others point out locations. Ask the student to lead a group. Ask the student to lead a group. Concrete example: “choral reading” Concrete example: “choral reading”

17. ALTERNATE GOALS Concrete example: moderate/severe students expect a student to be able to 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.

18. 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. 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. Concrete Example: During a language lesson a student is learning toileting skills with an aide.

19. Misconceptions about learning disabilities LD’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.

20. 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.

21. Collaboration Solutions Discuss the learning needs of the student and the availability of resources. Discuss the learning needs of the student and the availability of resources. Decide on accommodations for the student and determine responsibility for implementing them. Decide on accommodations for the student and determine responsibility for implementing them.

22. Sources Miriam Kurtzig Freedman, J.D., (1999) as quoted in “Guidelines 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 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 Disabilities BY 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