Adaptations, accommodations, and modifications need to be individualized for students, based upon their needs and their personal learning styles and interests. It is not always obvious what adaptations, accommodations, or modifications would be beneficial for a particular student, or how changes to the curriculum, its presentation, the classroom setting, or student evaluation might be made.

A modification means a change in what is being taught to or expected from the student. Making an assignment easier so the student is not doing the same level of work as other students is an example of a modification.

An accommodation is a change that helps a student overcome or work around the disability. Allowing a student who has trouble writing to give his answers orally is an example of an accommodation. This student is still expected to know the same material and answer the same questions as fully as the other students, but he doesn’t have to write his answers to show that he knows the information.

Sign language interpreters for students who are deaf; Computer text-to-speech computer-based systems for students with visual impairments or Dyslexia; Extended time for students with fine motor limitations, visual impairments, or learning disabilities; Large-print books and worksheets for students with visual impairments; and Trackballs and alternative keyboards for students who operate standard mice and keyboards.

Listen to audio recordings instead of reading text Learn content from audiobooks, movies, videos and digital media instead of reading print versions Work with fewer items per page or line and/or materials in a larger print size Have a designated reader Hear instructions orally Record a lesson, instead of taking notes Have another student share class notes with him Be given an outline of a lesson Use visual presentations of verbal material, such as word webs and visual organizers Be given a written list of instructions

Give responses in a form (oral or written) that’s easier for him Dictate answers to a scribe Capture responses on an audio recorder Use a spelling dictionary or electronic spell-checker Use a word processor to type notes or give responses in class Use a calculator or table of “math facts”

Work or take a test in a different setting, such as a quiet room with few distractions Sit where he learns best (, near the teacher) Use special lighting or acoustics Take a test in small group setting Use sensory tools such as an exercise band that can be looped around a chair’s legs (so fidgety kids can kick it and quietly get their energy out)

Take more time to complete a task or a test Have extra time to process oral information and directions Take frequent breaks, such as after completing a task

Take more time to complete a project Take a test in several timed sessions or over several days Take sections of a test in a different order Take a test at a specific time of day

Use an alarm to help with time management Mark texts with a highlighter Have help coordinating assignments in a book or planner Receive study skills instruction

Complete fewer or different homework problems than peers Write shorter papers Answer fewer or different test questions Create alternate projects or assignments

Learn different material (such as continuing to work on multiplication while classmates move on to fractions) Get graded or assessed using a different standard than the one for classmates Be excused from particular projects

Dorji is an 8th grade student who has learning disabilities in reading and writing. He is in a regular 8th grade class that is team-taught by a general education teacher and a special education teacher. Modifications and accommodations provided for Dori's daily school routine (and when he takes home or board examinations include the following: Dorji will have shorter reading and writing assignments. Dorji's textbooks will be based upon the 8th grade curriculum but at his independent reading level (4th grade). Dorji will have test questions read/explained to him, when he asks. Dorji will give his answers to essay-type questions by speaking, rather than writing them down.

Giving the student extra time to complete assignments or tests Breaking up testing over several days

Working in a small group Working one-on-one with the teacher

Providing audiotaped lectures or books Giving copies of teacher’s lecture notes Using large print books, Braille, or books on CD (digital text)

Reducing the difficulty of assignments Reducing the reading level Using a student/peer tutor

Allowing answers to be given orally or dictated Using a word processor for written work Using sign language, a communication device, Braille, or native language if it is not English.

For many students with disabilities and for many without the key to success in the classroom lies in having appropriate adaptations, accommodations, and modifications made to the instruction and other classroom activities.