1. CLEARING UP THE CONFUSION FOR PROFESSIONALS IN EDUCATION By:Jessica Frisch Laura Cerulli Leigh Hogwood Beth Waltrich SPED 563 ACCOMMODATIONS VERSUS MODIFICATIONS

2. What are Reasonable Accommodations? What are Modifications? How Do These Apply to Instruction and Testing? TEACHERS OFTEN ASK…

3. Professionals should reflect on the following questions: Do the alterations a student may need, change the overall task? Does the student need to be provided with changes to the level of difficulty and/or the quantity of a task? Determining Whether a Technique Is An Accommodation Or A Modification

4. Both accommodations and modifications are included in federal law, (IDEIA), providing equal access to curriculum. These terms are often used interchangeably, however, there are notable differences. Accommodations vs. Modifications

5. are tools or strategies designed to accomplish a goal. do not change the integrity of a task. do not reduce the expectations for the student Example: –A student is given a multiple choice test on the same content as the rest of the class taking a fill in the blank test. ACCOMMODATIONS are alterations which change the overall task. may provide changes to the level of difficulty and/or the quantity of a task. Example –A student works on addition while the rest of the class works on multiplication MODIFICATIONS VS.

6. The Individuals With Disabilities Education Improvement Act No Child Left Behind Act Section 504 of Rehabilitation Act FEDERAL LAW REQUIRING ADAPTATIONS IN EDUCATIONAL SETTINGS

7. Physical or Architectural Barriers Academic Adjustments Aids and Services Assistive Technology TYPES OF ACCOMMODATIONS

8. Curricular Instructional Environmental/Physical Behavioral TYPES OF MODIFICATIONS

9. May be provided through a 504 Accommodation Plan or an Individualized Education Plan. The purpose of participation in State and district-wide assessments is to increase expectations, improve teaching and learning, and increase access to the general education curriculum. HOW DO ACCOMMODATIONS AND MODIFICATIONS RELATE TO INSTRUCTION AND ASSESSMENT?

10. Motivational Accommodations Assignment Accommodations (Output of Information) Setting Accommodations Material Accommodations Organizational Accommodations TYPES OF ACCOMMODATIONS WITHIN A CLASSROOM SETTING

11. TEACHERS SHOULD REFLECT ON THE FOLLOWING QUESTIONS:  What do I want the student to do?  Can the student perform all or part of the goal or task without accommodations? 3. What type of accommodations are needed? Setting/Environment Timing/Scheduling Presentation Format Response Format 4. To what extent is the student able participate in the decision making for this process? THE PROCESS FOR DETERMINING ACCOMMODATIONS

12. Where does the student perform best? Near the teacher? (Preferential seating) In the back or front of the room? Away from the window or door? Away from distractions? Is adaptive seating needed? Does the student need physical space to move around, stand, or wiggle? Is special lighting needed? Does the student require visual or auditory cues to remain on task? Does the student need to work in a small group or one-to-one setting for this activity? FACTORS TO CONSIDER WHEN CREATING ACCOMMODATIONS FOR SETTING AND ENVIRONMENT

13. Can the student perform the task in the same amount of time as his or her peers? Does the student require extra time? Does the student require that the task be broken up into smaller increments of time? Does the student require frequent breaks? What time of day does the student work best? FACTORS TO CONSIDER WHEN CREATING ACCOMODATIONS FOR TIMING AND SCHEDULING

14. Does the student require any assistive technology or augmentative communication device? Does the student require and auditory amplification? Does the student require a sign language interpreter? Does the student need to tape record the lesson for review later? Does the student require visual magnification, Braille, or materials in large- print? Does the student need material presented in a visual, auditory, or combination format? Does the student need tactile, kinesthetic, or a combination of experiences? FACTORS TO CONSIDER WHEN CREATING ACCOMODATIONS FOR THE PRESENTATION OF INSTRUCTIONAL MATERIAL

15. Does the student need to respond verbally? Is dictation needed? Does the student need to use a voice recording device in order to provide a response prior to writing? Does the student need to use the computer? Does the student require assistive technology in order to respond? Does the student need to mark answers directly onto the page? Does the student need an alternative method to demonstrate his or her learning of the material? For example, a project in place of a written report. FACTORS TO CONSIDER WHEN CREATING ACCOMODATIONS FOR ENCOURAGING STUDENT RESPONSES

16. Basic needs met Extrinsic motivation Intrinsic motivation Instructional grouping Peers and mentors Celebrating multiple intelligences Providing Choices EXAMPLES OF MOTIVATIONAL ACCOMMODATIONS

17. Providing alternative questioning Providing verbal or visual prompts Reading aloud Allowing opportunities for oral expression Spelling accommodations Use of memory devices (mnemonics, acronyms) Provide a variety of opportunities for students to show what they know Provide opportunities for independence through self-monitoring Providing rubrics so student knows what is expected EXAMPLES OF ASSIGNMENT RELATED ACCOMMODATIONS

18. Physical/environmental Whole Class Small Groups Centers Alternate settings TYPES OF SETTING ACCOMODATIONS

19. Rewriting or rewording materials Providing Study Guides Adjusting lesson pacing Color-coding materials Providing audiotapes of lesson Providing opportunities for students to explore assistive software (ex, Kidspiration) Pre-teaching lesson content ACCOMODATIONS FOR PRESENTING INSTRUCTIONAL MATERIAL

20. Time Management strategies Explicit Study Skills Instruction Additional sets of textbooks Email and webpostings or Wikispaces Peer buddies Graphic organizers Mnemonics TYPES OF ORGANIZATIONAL ACCOMMODATIONS

21. SourcesSources National Center for Learning Disabilities http://www.cehd.umn.edu/NCEO/OnlinePubs/NCLD/ Accommodations.pdfhttp://www.cehd.umn.edu/NCEO/OnlinePubs/NCLD/ Accommodations.pdf Texas Project First http://www.texasprojectfirst.org/ModificationAccomm odation.htmlhttp://www.texasprojectfirst.org/ModificationAccomm odation.html Learning Disabilities Online http://www.ldonline.org/article/Accommodations_for_ Students_with_LDhttp://www.ldonline.org/article/Accommodations_for_ Students_with_LD Text : Exceptional Lives: Special Education in Today’s Schools by Ann Turnball