Accommodations And Modifications Resource Guide
One of the things that happens when you are looking for help for a
child struggling in school is what type of help is available, at what
cost, and who administers it? When a child is struggling in school,
parents need to know what schools can and cannot offer, as well as what
types of assistance might be best provided at home or through outside
services. I think every parent wonders where the "menu" of
accommodations and modifications is kept, because it never seems to be
all that easy to find. This page is an attempt to gather that
information, along with links to help you find the right information to
help your child and so you know what to ask for when considering an
Individualized Education Plan (IEP) or 504 accommodation plan.
Definitions: What is the difference between an Accommodation and a Modification?
The
IDEA (Individuals with Disabilities Education Act) doesn't define
"accommodation" and "modification" but for these purposes, we'll look
as an modification as an adjustment to an assignment or test that
changes the standard or what the test or assignment was supposed to
measure. This would be something like requiring a student to only
complete part of an assignment rather than the whole thing, or
assigning an alternate assignment that's more achievable.
Accommodations, on the other hand, would allow the student to complete
the same assignment or test as other students in the class, but with a
change in time, format, setting, scheduling, response or presentation,
but does not significantly alter what the test or assignment measures.
This would typically be something like allowing a student to take a
test untimed, or let them complete assignments on a computer rather
than handwritten.
Typical IEP Accommodations and Modifications -(adapted from Families and Advocates Partnership for Education, www.FAPE.org )
To download their original, printable PDF, click here
Textbooks and Curriculum
Books
- Provide alternative books with similar concepts, but on an easier reading level
- Provide
audiotapes or alternate format textbooks, have the student follow the
text while listening (Also Braille, large print, etc.) [Check out Recording for the Blind and Dyslexic, but also Audible.com and Audiblekids.com]
- Provide summaries of chapters
- Provide interesting reading material at or slightly above student's comfortable reading level.
- Use peer readers
- Use marker or highlighter to make important sections of text
- Use word for word sentence fill ins
- Provide two sets of textbooks, one for home, one for school
- Use index cards to record major themes
- Provide the student with a list of discussion questions before reading the material.
- Give page numbers to help students find the answers
- Specify and list exactly what the student will need to learn to pass. Review this frequently.
- Modify
expectations based on student needs (e.g.,When you have read this
chapter, you should beable to list three reasons for the Civil War.).
- Give
alternatives to long written reports (e.g., write several short
reports, preview new audiovisual materials and write a short review,
give an oral report on an assigned topic)
Curriculum
- Shorten assignments to focus on mastery of key concepts
- Shorten spelling tests to focus on mastery of moist functional words
- Substitute alternatives for written assignemtns (clay models, posters, panoramas, collections, etc)
- Specify and list exactly what a student will need to do to pass; review list with student frequently
- Modify expectations based on student need, (ie When you read this
chapter, you should be able to list at least three reasons why the
Colonists decided to declare independence)
- Give alternatives to long written reports, for example, several
shorter reports, preview audiovisual materials and write short review,
give an oral report on an assigned topic.
Classroom Environment
Develop individualized rules for the student.
Evaluate the classroom structure against the students
needs (flexible structure, firm limits, etc.).
Keep workspaces clear of unrelated materials.
Keep the classroom quiet during intense learning times.
Reduce visual distractions in the classroom (mobiles,
etc.).
Provide a computer for written work.
Seat the student close to the teacher or a positive role
model.
Use a study carrel. (Provide extras so that the student
is not singled out.)
Seat the student away from windows or doorways.
Provide an unobstructed view of the chalkboard,
teacher, movie screen, etc.
Keep extra supplies of classroom materials (pencils,
books) on hand.
Use alternatives to crossword puzzles or word finds.
Maintain adequate space between desks.
Instruction and Assignments
Directions
Use both oral and printed directions.
Give directions in small steps and in as few words as
possible.
Number and sequence the steps in a task.
Have student repeat the directions for a task.
Provide visual aids.
Show a model of the end product of directions (e.g., a
completed math problem or finished quiz).
Stand near the student when giving directions or
presenting a lesson.
Time/transitions
Alert student several minutes before a transition from
one activity to another is planned; give several
reminders.
Provide additional time to complete a task.
Allow extra time to turn in homework without penalty.
Provide assistance when moving about the building.
Handwriting
Use worksheets that require minimal writing.
Use fill-in questions with space for a brief response
rather than a short essay.
Provide a designated notetaker or photocopy of
other student or teacher notes. (Do not require a poor
notetaker or a student with no friends to arrange with
another student for notes.)
Provide a print outline with videotapes and filmstrips.
Provide a print copy of any assignments or directions
written on the blackboard.
Omit assignments that require copying, or let the
student use a tape recorder to dictate answers.
Grading
Provide a partial grade based on individual progress or
effort.
Use daily or frequent grading averaged into a grade for
the quarter.
Weight daily work higher than tests for a student who
performs poorly on tests.
Mark the correct answers rather than the incorrect
ones.
Permit a student to rework missed problems for a
better grade.
Average grades out when assignments are reworked,
or grade on corrected work.
Use a pass-fail or an alternative grading system when
the student is assessed on his or her own growth.
Tests
Go over directions orally.
Teach the student how to take tests (e.g., how to
review, to plan time for each section).
Provide a vocabulary list with definitions.
Permit as much time as needed to finish tests.
Allow tests to be taken in a room with few distractions
(e.g., the library).
Have test materials read to the student, and allow oral
responses.
Divide tests into small sections of similar questions or
problems.
Use recognition tests (true-false, multiple choice, or
matching) instead of essays.
Allow the student to complete an independent project
as an alternative test.
Give progress reports instead of grades.
Grade spelling separately from content.
Provide typed test materials, not tests written in
cursive.
Allow take-home or open-book tests.
Provide possible answers for fill-in-the blank sections.
Provide the first letter of the missing word.
Math
Allow the student to use a calculator without penalty.
Group similar problems together (e.g., all addition in
one section).
Provide fewer problems on a worksheet (e.g., 4 to 6
problems on a page, rather than 20 or 30).
Require fewer problems to attain passing grades.
Use enlarged graph paper to write problems to help
the student keep numbers in columns.
Provide a table of math facts for reference.
Tape a number line to the students desk.
Read and explain story problems, or break problems
into smaller steps.
Use pictures or graphics.
Other
Use Post-it notes to mark assignments in textbooks.
Check progress and provide feedback often in the first
few minutes of each assignment.
Place a ruler under sentences being read for better
tracking.
Introduce an overview of long-term assignments so the
student knows what is expected and when it is due.
Break long-term assignments into small, sequential
steps, with daily monitoring and frequent grading.
Have the student practice presenting in a small group
before presenting to the class.
Hand out worksheets one at a time.
Sequence work, with the easiest part first.
Use blackline copies, not dittos.
Provide study guides and study questions that directly
relate to tests.
Reinforce student for recording assignments and due
dates in a notebook.
Draw arrows on worksheets, chalkboard, or
overheads to show how ideas are related, or use other
graphic organizers such as flow charts.
Behavior
Arrange a check-in time to organize the day.
Pair the student with a student who is a good behavior
model for class projects.
Modify school rules that may discriminate against the
student.
Use nonverbal cues to remind the student of rule
violations.
Amend consequences for rule violations (e.g., reward a
forgetful student for remembering to bring pencils to
class, rather than punishing the failure to remember).
Minimize the use of punishment; provide positive as
well as negative consequences.
Develop an individualized behavior intervention plan
that is positive and consistent with the students ability
and skills.
Increase the frequency and immediacy of reinforcement.
Arrange for the student to leave the classroom voluntarily
and go to a designated safe place when under
high stress.
Develop a system or a code word to let the student
know when behavior is not appropriate.
Ignore behaviors that are not seriously disruptive.
Develop interventions for behaviors that are annoying
but not deliberate (e.g., provide a small piece of foam
rubber for the desk of a student who continually taps a
pencil on the desktop).
Be aware of behavior changes that relate to medication
or the length of the school day; modify expectations if
appropriate.
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