Accommodations & Modifications

Presented by Beverly Bryant

LaToya Lawrence
Krista McAtee
Department of Special Education

What is the
purpose of
this
workshop?

To assist both general

and special educators
in developing,
implementing and
sustaining appropriate
accommodations and
modifications to meet
the needs of students
with disabilities

Objectives
Participants will be able to:

Compare and contrast laws

Explain the difference between

accommodations and modifications

Apply appropriate accommodations and

modifications to specific student needs

What is People First Language?

People First Language puts the person
before the disability, and describes
what a person has, not who
a person is.
Kathie Snow

Example
Old Language

People First
Language

Downs Child

A child with
Down Syndrome

Autistic boy

Boy who has autism

CP kid

MIP student

Child with cerebral

palsy
Student who
receives behavioral
services

Normal Kid

Typical kid

Regular
Education

General
Education

Why should we use PFL?

People with disabilities are PEOPLE FIRST.

Disability is a natural part of the human

experience.

1 in 5 people have a disability.

What Does the Law Say?

Federal and state laws and regulations require schools
to provide accommodations and modifications to make
sure that students with disabilities have access to an
appropriate education program.
The Individuals with Disabilities Education Improvement Act
(IDEIA 2004) requires that students with disabilities 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 disabilities, even if
they dont have an IEP.

The Americans with Disabilities Act of 1990 prohibits discrimination

Federal Least Restrictive Environment

(LRE) Requirements
34 C.F.R. Section 300.114

Each public agency shall ensure

(i) That to the maximum extent

appropriate, children with disabilities,
are educated with children who are
nondisabled;
and

Federal LRE Requirements

(ii) That special classes, separate schooling or
other removal of children with disabilities
from the general educational environment
occurs only if the nature or severity of the
disability is such that education in general
classes with the use of supplementary aids
and services cannot be achieved
satisfactorily.

Federal LRE Requirements

34 C.F.R. 300.116

(e)

A child with a disability is not

removed from education in age-appropriate

general classrooms solely because of
needed modifications in the general
curriculum.
(Authority: 20 U.S.C. 1412 (a)(5))

Continuum of LRE Options

...a continuum of alternative placements is
available to meet the needs of children with
disabilities... including instruction in general
classes, special classes, special schools,
home instruction, and instruction in
hospitals. (Federal Register, 1977).

Continuum of Alternative Placements

includes instruction in:

regular
classes

special
classes

special
schools

<< Less

childs
home
More >>

Restrictive

hospitals or
institutions

No Child Left Behind Act (NCLB)

calls for participation of students with
disabilities in high quality, yearly, academic
assessment
increases accountability for academic
standards, academic achievement, and the
inclusion of all students
requires that all students be assessed at
his/her assigned grade level

Provisions of both NCLB and

IDEIA
include:
the use of2004
scientifically
based instructional methods, curricular

materials, and intervention strategies

early identification of learning problems

ongoing monitoring to determine the impact of the instruction and

curriculum

the design and implementation of individualized interventions for

students who do not respond to the general curriculum and
instruction

the inclusion of ALL students in one accountability system

documentation of student outcomes through Adequate Yearly

Progress (AYP) measures

http://www.msdaz.org/espweb/NCLBIDEIA.htm

No Child Left Behind!

What is an Individualized
Education Program (IEP)?
A legally binding document that states what
services a student will receive and why
Includes the students placement, services,
academic and behavioral goals, a behavior
plan (if needed), and progress reports from
teachers and therapists
Planned at an IEP meeting
The IEP team looks at the students needs
and decides what kind of accommodations
and modifications are needed

IEPs . . .

Individualized Education Plans (IEPs) are not only legally

required but also considered essential to the educational
successes of students who are eligible for special
education services. IEP development involves teams
conducting, summarizing, and integrating results from a
variety of assessment instruments.

All IEP goals must be measurable and, as such, must

be behaviorally clear and specific. In addition, goals must
be aligned to the TN Curriculum Standards while
meaningful to students.
(Partnerships for EdExcellence)

Closing the gap

between research and
practice has always
been best practice,
now it is required by
the law!!!

Accommodations and
Modifications

What are accommodations and

modifications?
Are they the same thing?
When do you use them?
Who determines when and what to
use?

Accommodations

Accommodations
the actual teaching supports and services
that the student may require to successfully
demonstrate learning
Accommodations should not change
expectations to the curriculum grade levels.

Accommodations
Changes in how a student accesses
information and demonstrates learning
Do not substantially change the instructional
level,
level content,
content or standard
Changes made in order to provide a student
with equal access to learning and equal
opportunity to show what he or she knows
and can do

Accommodations
Under NCLB, accommodations
are defined as changes in
testing materials or procedures
that ensure that an assessment
measures the student's
knowledge rather than the
student's disability.
disability

The standard is not negotiable,

but the road to it is.

What does research say?

Accommodation policies vary considerably
from state to state. Interestingly, 12 states
even extend eligibility for accommodations
to all students (Clapper, Morse, Lazarus,
Thompson, & Thurlow, 2005).
Approximately two-thirds of special
education students have been afforded
accommodations in statewide assessments,
the most common being extended time,
alternative setting, and/or read-aloud
accommodations (Bolt & Thurlow, 2004).
National Dissemination Center for Children with Disabilities (NICHCY)

What does research say?

Accommodations affect test scores for
students with disabilities, lowering scores in
some cases, raising scores in most others
(Chiu & Pearson, 1999; Elliott et al., 1999; Elliott, Kratochwill, & McKevitt,
2001; Kettler et al., 2005; McKevitt, 2000; Koenig & Bachman, 2004;
Schulte, Elliott, & Kratochwill, 2001; Tindal, Heath, Hollenbeck,
Almond, & Harniss, 1998).

National Dissemination Center for Children with Disabilities (NICHCY)

What does research say?

The use of read-aloud accommodations on assessments of
mathematics for students with low reading skills and the use
of Braille for blind students were found to be the most
effective accommodations in a meta-analytic synthesis by
Tindal & Fuchs (1999).

National Dissemination Center for Children with Disabilities (NICHCY)

What does research say?

Lowered scores appear to result when accommodations are

poorly matched to student need or when the student has not
had sufficient opportunity to practice using an
accommodation in day-to-day settings prior to the testing
situation.

National Dissemination Center for Children with Disabilities (NICHCY)

Accommodations are for

Students with a disability who have an IEP or
504 plan
Students without a disability who have
barriers to learning
Students who receive ELL services
Students who are at risk of failure

Modifications

Modifications
changes made to curriculum expectations in
order to meet the needs of the student
Modifications are changes in what
the student is expected to learn
and demonstrate in the content area.

Modifications
Made when the expectations are beyond the
students level of ability
Alter the standard or what the test or
assignment is supposed to measure
May be minimal or very complex depending
on the students performance
Must be clearly acknowledged in the IEP

Differences between the

two

Accommodations

Modifications

(can apply to all students)

(apply to students with disabilities)

Do not fundamentally change

standards in terms of instructional
level, content, or performance
criteria

Do fundamentally change
standards in terms of instructional
level, content, or performance
criteria

Changes are made in order to

provide equal access to
learning and equal opportunity
to demonstrate what is known

Changes are made to

provide student meaningful &
productive learning
experiences based on
individual needs & abilities

Grading is same.

Grading is different.

More differences.

Accommodations focus
on removing barriers
and providing access
to the general
curriculum.
Accommodations are
designed for students
who have barriers that
can be removed to help
them demonstrate what
they know.

Modifications focus on
insuring meaningful
participation in the
general curriculum.
Modifications are
designed for students
who would benefit from
participation in the
general curriculum
even though it is above
their ability level.

The game of school

Here are the correct answers

Accommodations

A multiple choice test on identical

facts is provided while other students
"fill in the blank

Modifications

Learning letters and letter sounds

while classmates read chapter books.

Using blocks to build structures while

other children do science experiments.

Testing on continents while

classmates are tested on countries of
Europe.

Completing assembly tasks while

classmates complete independent
work.

Matching numerals to quantities while

classmates put items in sets.

Extending a 2 part pattern while

classmates identify the unit of a 3 part
pattern.

Student receives 10 math problems

instead of 20
Homework limited to a certain number
of minutes/hours instead amount of
work to be completed.
Limit information presented on page,
large print, and more space between
lines.

Highlight important text.

Students respond verbally instead of

writing

Accommodations

Modifications

(Leveling the playing field)

(Everyone plays)

Accommodations (Leveling the

playing field)
Knowledge of addition is demonstrated by
manipulating blocks instead of through
writing
Extra textbooks are provided for home when
a child has great organizational difficulties
A scribe is provided to take notes for a child
A multiple choice test on individual facts is
provided while other students fill in the blank

http://www.learningdisabledkids.com/IEP_training/IEP_
accommodations_modifications_sec_contents.htm

Accommodations
do not change
knowledge
content.

Modifications (everyone plays)

A child works on addition while classmates
work on multiplication
A child learns letters and letter sounds while
classmates read chapter books
A child uses blocks to build structures while
other students do science experiments
A child is given a test on continents while
classmates are tested on countries in Europe

http://www.learningdisabledkids.com/IEP_training/IEP_
accommodations_modifications_sec_contents.htm

Modifications
do change
knowledge
content and/or the
standard.

Who is Responsible?
An Accommodation is the HOW of the curriculum.
*How are we going to get the information to the child
and how are we going to test the students knowledge?
A Modification is the WHAT of the curriculum.
*What part of the general curriculum does the student
need to know to reach his or her fullest potential?

Both the general education teacher and special education teache

are responsible for making accommodations and modifications.
It is a collaborative effort.

Modifications are for

Students who would have been traditionally
pulled out to a separate program
Students who may have a low incidence
disability
Students for whom accommodations have
been implemented to the fullest extent and
still have difficulty succeeding

Remember!

The IEP or 504 team determines

how a student will participate,
not whether a student will
participate.

Frequently Asked Questions

1. Who determines modifications?

The IEP team, including the Local Education Agency (LEA

representative, Special Educator, General Educator, parent/legal
guardian, the student)
2. Who gets accommodations and modifications?
Accommodations can be made for any student. Students with an IEP or 504
plan get accommodations that are required. Students with an IEP can receive
modifications if needed. STUDENT NEEDS DETERMINE BOTH
3. Do I have to accommodate?
If a student has an IEP or a 504 plan, you must provide the accommodations
and modifications that are part of the plan. If a student does not have an IEP or
504 plan, you are not required to accommodate, but it is considered best
practice.
4. What do I say when students say, Its not fair?
Fair means that everyone gets what they need to succeed. Fair does not mean
same or equal.

Accommodations and modifications are

most often made in the following areas:
Scheduling/Timing
Setting
Materials
Instruction
Student Response
Presentation

Scheduling/Timing
Give extra time to complete assignments or
tests
Break up testing over several days
Give multiple or frequent breaks
Change testing schedule or order of subtests
Vary activities every 10-30 minutes
Alert students several minutes before a
transition time, then give reminders

Setting
Change the location of instruction or testing
Seat student in front, next to teacher, or
study carrel
Reduce fluorescent lighting and increase
natural lighting
Seat student away from windows or other
students
Instruct or test in small group or individual
setting

Materials
Audio tape lectures or books
Provide copies of teachers lecture notes
Supply large print books, Braille, or books on
CD (digital text)
Offer manipulatives
Use visual cues charts, pictures, graphs
Utilize graphic organizers to demonstrate
how concepts and ideas are related

Instruction
Reduce the difficulty of assignments
Reduce the reading level
Use a student/peer tutor
Simplify multi-step directions
Provide a partially completed outline during
lectures
Preteach vocabulary

Student response
Allow answers to be given orally or dictated
Use a word processor for written work
Use sign language, a communication device,
Braille, or native language if it is not English
Replace summative assessment with oral
reports and projects
Give credit for participation
Use recognition tests instead of essay tests
example: T/F, multiple choice, matching

Presentation
Increase white space on page
Use symbols on the test or answer form that
help the student follow directions, such as an
arrow or stop sign
Give extra examples for practice to make
sure the student knows what to do.
Require fewer questions, but select ones that
measure all required content.
Eliminate one of the choices in multiplechoice items.

Example:

Jack is an 8th grade student who has learning disabilities

in reading and writing. He is in a general education 8th
grade class that is team-taught by a general education
teacher and a special education teacher. Modifications and
accommodations provided for Jacks daily school routine
(and when he takes state or district-wide tests) include the
following:
Jack will have shorter reading and writing assignments.
Jacks textbooks will be based on the 8th grade curriculum,
but at his independent reading level (4th grade).
Jack will have test questions read/explained to him, when
he asks.
Jack will respond orally, rather than in writing, to essay
questions.

Example:
Jill is a third grade student with a cognitive disability. She
spends part of her day in a Resource class and part of her
day in a general education 3rd grade class. She is a
beginning reader, can recognize letters and sounds and
knows 10 sight words. Modifications and accommodations
provided for Jills daily school routine could include the
following:
Jill will have a reading partner during Social Studies and
Science.
Jill will be graded on a rubric created by the special and
general education teachers on assignments.
Jill will participate in shared reading and literacy centers in
her 3rd grade class.
Jill will take breaks as needed throughout the day.

How might accommodations look different

from tier to tier?

Accommodation

Elementary
Students are taught
strategies to compensate
for their disability.

Middle School
Students create their own
coping skills.
Students desire to become
more independent.

High School
Students help determine
what accommodations are
necessary for them to
succeed in school
and in life.

Example:

Accommodation
Read test/text

Elementary

Middle School

Reading is modeled in
class, small groups,
paired reading,
pull-out sessions

Test/text is read to whole

class, peer assistance,
audio books, screen
readers, pull-out

High School
Student advocates for
read-aloud
accommodation, audio
books, screen readers

Testing Accommodations

Allowable Accommodations

For any student who needs it

Special Accommodations
Must be in the IEP
Must have been used during the year

Other assessments
Think Link
End of course exams
Math benchmarks

Outcomes of
Education

FOR SALE
SO
LD

Be a
Life-Long
Learner

Live as a
Valued and
Respected
Member

Have a
Satisfying
Career

Have
Meaningful
Relationship
s

Houses 'R' us
Realty

LRE for LIFE Project

Putting it all Together

Goal: To remove barriers to learning
and demonstrate mastery.
Accommodations will keep
standards substantially the same
for all; outcomes may vary.
Modifications may fundamentally
change the standard; instructional
level or content may vary.
Expectations remain high for ALL students.