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Accommodations and

Modifications

Agenda

What do you already know about Accommodations and Modification- is it an

Accommodation or Modification activity? Accommodation and Modification guidelines How are they different?

Agenda

  • Video -collaborating with colleagues to meet the needs of students with disabilities.

  • Group Assignment.

  • Video- Listen to math and special needs teachers discuss the strategies geared toward teaching students organizational skills. Learn how to promote self-advocacy among special needs students (such as asking for help when needed).

  • Group assignment

  • Wrap up- Sharing our thoughts

By the end of the workshop, teachers will have an understanding of what Accommodations are and
By the end of the workshop, teachers will have an
understanding of what Accommodations are and
the role they play in student success
By the end of the workshop, teachers will have an
understanding of what Modifications are and the
role they play in student success

What do you already know?

Read the six instructional practices on the next slide about Accommodations and Modifications.

As a group, decide which of the six are Accommodations and which are Modifications.

Write them on the post it notes on the table.

Is it an Accommodation or Modification?

Have a learning buddy read aloud textbooks or other printed material Let students use a tape recorder to record lectures and class discussions Reduction of class work Color-code or highlight key words in math word problems Simplified vocabulary Pass/fail grading

Break

Break • We will take a 10 minute break. • Place your post it notes on

We will take a 10 minute break. Place your post it notes on the charts as you leave for the break. We will be reviewing after the break.

Answers

Accommodations

Have a learning buddy read aloud

textbooks or other printed material

Let students use a tape recorder to record lectures and class discussions.

Color-code or highlight key words in math word problems.

Accommodations and Modifications: What Parents Need to Know. (2003). Bureau of Instructional Support and Community Services Florida Department of Education.

Modifications

Reduction of class work

Simplified vocabulary

Pass/fail grading

(Hamilton & Kessler, 2014)

Students can qualify to receive accommodations or modifications based on

needs

If a student meets the criteria of a disability under IDEA and their educational performance is negatively affected from the disability, they receive an Individual Educational Plan that outlines additional services to be

rendered to support learning. These services may be Accommodations or

Modifications based on the need of the student

Students who do not meet the IDEA criteria of disability but have a record of impairment that limits one or more major life activities can receive

Accommodations under a Section 504 plan

“Federal and state laws and regulations require schools to provide

accommodations and modifications to make sure that students with a disability have access to an appropriate education program”.

Accommodations and Modifications: What Parents Need to Know. (2003). Bureau of Instructional Support and Community Services Florida Department of Education.

• “The Individuals with Disabilities Education Act (IDEA 1997) requires that students with a disability have the opportunity to be involved and make progress in the general curriculum.

Section 504 of the Rehabilitation Act of 1973 requires that accommodations be provided to students with a disability, even if they don’t have an IEP”

Accommodations and Modifications: What Parents Need to Know. (2003). Bureau of Instructional Support and Community Services Florida Department of Education.

Modification

A Modification means a change in what is being taught to or expected from the student.

(Hamilton & Kessler, 2014)

Accommodations

Accommodations do not alter the learning expectations, but rather provides support and scaffolding through

techniques, instructional adaptations, time and setting

adjustments

(Beech, 2010)

Which is right for the student

When deciding if modifications or accommodations best meet the needs of the student, the IEP team must consider long range impacts. In making these

decisions, the IEP team must weigh the impact the student’s disability has on

learning, and if he/she can reach expectations with support through

accommodation. If these accommodations are not sufficient in obtaining growth, then modifications need to be considered.

Since modifications change what a student is expected to learn, the IEP team must carefully weigh the benefits of implementing them. Alternative curriculum, alternative assessment and below grade level curriculum that do not

challenge these students to the high standards as their peers may leave these

students unprepared for a program that leads to a standard diploma. Modifications should be utilized only if it is a necessary measure.

Collaborating with colleagues to meet the needs

of students with disabilities

Watch the following video then complete the group assignment

  • Group Assignment -Using the information from the videos and the Nine Types of Curriculum Adaptations handout, evaluate your instructional practices and identify any adaptations you provide

Listen to math and special needs teachers discuss the strategies geared toward teaching students organizational skills. Learn how to

promote self-advocacy among special needs students

Watch the video and complete the activity in the group assignment

  • Group assignment- While watching the video write down at least one idea you can implement in your classroom. At your table create a list of strategies your team will implement. At the next PLC share if this new strategy was effective in meeting the needs of your diverse classroom.

Wrap Up

What is one new thing you learned today that you will take away and use in your classroom?

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