Common Modifications

Assignment modifications

 Complete fewer or different homework problems than peers

 Write shorter papers
 Answer fewer or different test questions
 Create alternate projects or assignments

Curriculum modifications

 Learn different material (such as continuing to work on multiplication while classmates

move on to fractions)
 Get graded or assessed using a different standard than other students
 Be excused from particular projects

Learn about the difference between accommodations and modifications. For kids who
have specific struggles, check out accommodation guides for dyslexia, ADHD, and more. And
find out why some kids might refuse to use accommodations.

The Difference Between Accommodations and Modifications

By The Understood Team

If your child has an Individualized Education Program (IEP) or a 504 plan, you’ll likely
hear the word accommodation. You may also hear school staff say modification. While the
two words sound similar, they mean different things. An accommodation changes how a
student learns the material. A modification changes what a student is taught or expected to
learn. Here is a chart that explains the differences.

Accommodations Modifications

Classroom Accommodations can help kids learn the Kids who are far behind their peers may
instruction same material as their peers. This allows need changes to the curriculum they’re
them to meet the same expectations. learning. These are called modifications.

A student with dyslexia, for example, might
listen to an audio version of a book. But it’s
still the same book that the rest of the class
is reading. Likewise, a student who has
trouble focusing might get seated next to the
teacher, but still has to do all the regular
class assignments.
For example, a student could be assigned
shorter or easier reading assignments, or
homework that’s different from the rest of
the class. Kids who receive modifications
are notexpected to learn the same
material as their classmates.

Classroom Accommodations for testing can be
tests different from those used for teaching.
For example, using spell-check might help a
student with writing difficulties take notes
Modifications in testing often mean that
a student covers less material—or
material that is less complex.
For example, a spelling test may require
 during class. However, it wouldn’t be
appropriate during a weekly spelling test. At
the same time, this student might benefit
from having extra time to complete the
spelling test or using a keyboard if the
physical act of writing is difficult.
the class to study 20 words. However, a
student with modifications might only have
to study 10 of them. Or there might be two
different lists of spelling words. With a
modification, what the student is tested on
is different.

Standardized Statewide tests allow Some students take what’s called

testing some accommodations like extra time or
taking a test on a computer. It’s best if these
are the same accommodations a child uses
to take class tests.
an alternate assessment. This state test
includes modifications to the regular
test. Questions might be fewer or not
cover the same material as the standard
exams. Also, the results are interpreted
differently. Before you agree to an
alternate assessment, find out what the
impact will be on your child’s academic
and work future.

Gym, music, Accommodations for “special” classes like
and art class gym, music, and art can be helpful for some
kids.
These are similar to accommodations in the
classroom. Kids might get extra time to learn
to play an instrument. Or they may be
allowed to complete an art project in a
different format.
Sometimes, an assignment in a class like
gym, music, or art is unreasonable for
your child. When this happens,
a modification may be made.
For example, the gym teacher might
reduce the number of laps a student
needs to run. The music teacher might not
require a child to learn how to read music.

Special Education Programs Today

Special ed students still experience widely varying levels of regular classroom inclusion
in their daily lives. These levels of inclusion often vary depending on the disabilities
represented among the students in the special education program.
On the other hand, a child with a developmental or intellectual disability such as Down
syndrome may have trouble keeping up in virtually all regular classes from a young age. He
will need care and instruction more specific to his educational and social needs in
individualized special education programs.
The fact that students have such a range of learning disabilities and widely varying
experiences with their special education curriculum, shows how these plans for students who
need extra support have become much more successfully individualized in recent years.

Developing Action Plans for Inclusive PLCs

COMPASS, Special Education, describes an action plan for a PLC model and
describes step one as identifying the mission for the PLC. The following proposal follows a
similar framework in order to develop a framework for the inclusion PLC. The driving mission
statement is as follows:
 The inclusion program mission is to increase student independence by way of highly
qualified teachers using evidence-based practices in order to ensure that ALL students are
growing socially, emotionally, and academically within the least restrictive environment.
This complex mission statement is composed of several essential components. The
first aspect is hiring and maintaining highly qualified teachers. While hiring highly qualified
teachers is a great start, it is also essential to engage in ongoing professional development
opportunities with an emphasis on meeting the needs of diverse learners involved in the
programs.
The mission statement also states that special education and general education
teachers within the inclusion program will use evidence-based practices to support the needs
of the children in their care. This component , specifically, is where the PLC will play a huge
role as it helps educators identify, discuss, implement, and reflect upon evidence-based
practices within the field of inclusive education.

Finally, the mission statement also emphasizes independence for all students. It is the
goal of the PLC to keep independence at the forefront and to ensure opportunities for
independence are evident throughout any proposed frameworks.
The next step in the action plan is to establish the PLC in terms of participants. Based
on the shared mission and values, designated teams are formed into PLC groups. PLC
groups can be formed based on grade-level or content area, and, for the purpose of meeting
the needs of the inclusion program, the PLC will consist of the general education and special
education teachers involved in the inclusion program.
One trained teacher will facilitate the meetings and the principal will attend the
meetings when possible and also consult with the PLC facilitator monthly to discuss goals,
progress, barriers, and solutions. The reason for grouping these teachers together is because
all of the teachers are working together to achieve the same mission. As Julie Schmidt states
in The Role of Special education in a Professional Learning Community, simply hoping that
the mission is achieved is not sufficient and therefore a systematic plan needs to be
established. Therefore, the following objectives suggested outlines for efficient models of
inclusive PLCs (based on COMPASS).