Accommodations and Modifications What are they Misconceptions about

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

What is the difference? Accommodations Modifications

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

Accommodations Location environmental structuring timing test preparations Expectations Scheduling student responses provide access for a student with a disability to participate in a course/standard/test

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

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

Classroom Accommodations Modifications notes/outlines type-written work highlighted text Daily agenda checks between home/school Preferential seating ability to leave room peer buddy behavior reward Extended time on assignments Shortened assignments simplification of directions Reduction of homework Reduction of class work Omitting story problems Specialized/alternative curricula written at lower level Simplified vocabulary Alternative reading books at independent reading level

Assessment Accommodations Modifications • • • 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 n n n Tests are written at lower level of understanding Preview tests provided as study guide Picture supports are provided Use of calculator Grading based on pass/fail Grading based on work completion

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

QUANTITY n n n Reduce the number of terms a learner must learn at any one time. Add more practice activities or worksheets. 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 goals and assessment.

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

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

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

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

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

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

ALTERNATE GOALS 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. n 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.

SUBSTITUTE CURRICULUM n n 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.

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.

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.

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

Sources 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 n 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/ De. Schenes, C. , Ebeling, D. , & Sprague, J. (1994). Adapting Curriculum & Instruction in Inclusive Classrooms: A Teachers Desk Reference Diana Browning Wright, Teaching & Learning 2005