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    Accommodations and Modifications

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    api-549234739
    Accommodations allow students equal access to complete assignments and tests without significantly altering what is being measured, through changes in timing, format, or setting, while modifications adjust assignments or tests in a way that changes the standard or reduces what is being assessed. The document provides examples of accommodations like Braille text or extended time compared to modifications like completing easier assignments or learning less curriculum content. Factors to consider when deciding between accommodations and modifications include the size, time, level of support, input, difficulty, output, and participation expected from the student.

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    Accommodations and Modifications

    Uploaded by

    api-549234739
    56 views1 page
    Accommodations allow students equal access to complete assignments and tests without significantly altering what is being measured, through changes in timing, format, or setting, while modifications adjust assignments or tests in a way that changes the standard or reduces what is being assessed. The document provides examples of accommodations like Braille text or extended time compared to modifications like completing easier assignments or learning less curriculum content. Factors to consider when deciding between accommodations and modifications include the size, time, level of support, input, difficulty, output, and participation expected from the student.

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    accommodations and modifications

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    Accommodations allow students equal access to complete assignments and tests without significantly altering what is being measured, through changes in timing, format, or setting, while modifications adjust assignments or tests in a way that changes the standard or reduces what is being assessed. The document provides examples of accommodations like Braille text or extended time compared to modifications like completing easier assignments or learning less curriculum content. Factors to consider when deciding between accommodations and modifications include the size, time, level of support, input, difficulty, output, and participation expected from the student.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    56 views1 page

    Accommodations and Modifications

    Uploaded by

    api-549234739
    Accommodations allow students equal access to complete assignments and tests without significantly altering what is being measured, through changes in timing, format, or setting, while modifications adjust assignments or tests in a way that changes the standard or reduces what is being assessed. The document provides examples of accommodations like Braille text or extended time compared to modifications like completing easier assignments or learning less curriculum content. Factors to consider when deciding between accommodations and modifications include the size, time, level of support, input, difficulty, output, and participation expected from the student.

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    © All Rights Reserved
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    Resources:

    Accommodation Central
    Accommodations Region 13
    Modifications vs Accommodations
    and Modifications
    ACCOMMODATIONS MODIFCATIONS
    • Allows student access to the general • Adjustment to an assignment or a test that
    education curriculum. changes the standard, changes what the
    • Allows student to complete equal test or assignment is supposed to measure,
    assignments/tests. or in any way reduces what the student is
    • Are changes in timing, format, schedule, learning or being assessed on.
    response/presentation, or setting. • Examples of possible modifications include:
    • Do not significantly alter what the o a student completing work on part of
    assignment or test measures. a standard
    • Examples: Braille text; FM Audio System; o a student completing an alternate
    testing in a quiet room; chunking material; assignment that is easier (not
    grading partial assignments; extending different)
    time; o a student having less vocabulary or
    spelling words
    o a student learning less dates or
    people in history
    o a student writing a one paragraph
    Considerations when deciding what to paper when everyone else is writing
    use: a 5-paragraph paper

    • Size: Adapt the number of items that the • Output: Adapt how the student can respond
    learner is expected to learn or complete. to instruction or assignment.
    • Time: Adapt time allotted and allowed for • Participation: Adapt the extent a learner is
    learning, task completion, or testing. actively involved in the task.
    Provide visual timers. • Alternate Goals: Adapted goal or outcome
    • Level of Support: Increased amount of while using the same materials. When
    personal assistance to keep the student on routinely utilized, this may be more of a
    task, reinforce or prompt use of specific modification for more severe disabilities.
    skills. Enhanced adult-student • Substitute Goals: Provide different
    relationships; use physical space and instruction and materials to meet an
    environmental structure. individual’s learner IEP goals.
    • Input: Adapt the way instruction is delivered
    to the learner.
    • Difficulty: Adapt the skill level, problem
    type, or the rules on how the learner may
    approach the work.

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