1. A guide to providing accommodations
and modifications for students.
2011-2012

2. Some students with disabilities need accommodations or
modifications in their educational program in order to be
successful in school.
The Individuals with Disabilities Education Act
(IDEA) and its regulations do not offer a definition for an
accommodation or modification.
However, there is general agreement as to
what the terms mean.

3. An accommodation allows a student to complete the same
assignments as other students, but permits a change in the
timing, formatting, setting, scheduling, response or
presentation.
• Changes in how a student accesses information and
demonstrates learning.
• Are used in classroom instruction and assessment.
• Accommodations do not substantially change the
content, instructional level or performance.
• Provide for equal opportunity (level the playing field)
An accommodation does not alter what
the test or assignment measures.

4. Presentation Accommodations-changes to the way in
which instructional or test content is presented to a student.
For example: font size, sign language, picture symbols, etc.
Response Accommodations-methods a student uses to
provide responses to instructional activities or assessment
tasks. For example: producing text orally or to a scribe or
using speech-to-text software.
Setting/Environment Accommodations-changes to the
location in which an assignment or assessment is given or
the environmental conditions the student needs. For
example: location with less distractions, sensory tools, ear
plugs, etc.
Timing/Scheduling Accommodations-allowable
amount of time or the time of day instruction or
assessments are given. For example: extended time or
providing key instruction to the student in the morning.

5. A modification adjusts the expectations for
an assignment or a test.
• Changes in what a student is expected to
learn and/or demonstrate
• Modifications alter the content or lower
the standards or expectations.
• Allow meaningful participation and enhanced
learning experiences (instead of just leveling
the playing field, it changes the game)

6. A child is permitted to complete only part of a
standard
A child is given/demonstrates limited concepts
involved in math problems
A child is provided only key points for text

7. Below are examples of modifications and/or
accommodations. These examples may be helpful
when doing educational planning for students to
access the curriculum.
Keep in mind that any accommodation or
modification an IEP team or Section 504 team
chooses must be based on individual needs.
To be in compliance with Federal law
accommodations and/or modifications must be
provided if written in the child’s IEP or 504 plan.

8. 1.) Provide alternative books expressing the same
content but at a simpler reading level. Answer
2.) Provide audiotapes of textbooks. Have
the child follow the text while listening.
Answer
3.) Provide summaries of chapters of assigned
reading. Answer
4.) Use peer readers. Answer
5.) Use marker to highlight important text
sections of assignments. Answer
6.) Use word-for-word sentence fill-ins with a
word bank for one student only. Answer

9. 7.) Shorten spelling tests to the most functional words.
Answer
8.) Substitute alternatives for written assignments
(clay models, posters, panoramas, collections, etc.).
Answer
9.) Give alternatives to long written reports (e.g., several
short reports, preview new audiovisual materials and
write a short review, give an oral report). Answer
10.) Modify classroom policies that may discriminate
against the student (e.g., provide frequent breaks for
the student who cannot pay attention for long periods of
time) Answer

10. Accommodation
**The same content expectation is
presented to all students.
Back

11. Accommodation
**The content level has not been adjusted
although the presentation is differentiated.
Back

12. Accommodation
**This is an accommodation if it is given to the
student to use while reading the chapter or for
review after reading it. If it is in replace of the
chapter it is a modification.
Back

13. Accommodation
**The student is accountable to the same level
of content.
Back

14. Accommodation
**The expectations for the assignment
have not been adjusted.
Back

15. Modification
**The expectation for completion of the
assignment has been changed.
**This modification DOES change what the
student is expected to demonstrate.
**The activity objectives have been modified to
meet the needs of this learner.
Back

16. Modification
**The expectation on an assessment has
been changed.
Back

17. Modification
**The level of demonstrated mastery is
different than for other students.
Back

18. Accommodation
**Level expectation remains the same
the presentation is differentiated.
Back

19. Accommodation
**The same level of performance and
academic expectations have not been altered.
Next

20. The following slides are scenarios identifying
student’s need for accommodations and
modifications.
Read through each scenario and individually or
with a team decide if the student is receiving
accommodations and/or modifications.

21. A 7th grade science class is being assessed on the
layers of the earth. One student is reading at a
4th grade reading level, the student is provided
with books and notes he can read
independently. All students are expected to
demonstrate the same knowledge of the earth’s
layers.
Accommodation?
Modification?

22. The same learning expectation is the same for
every student.
Next

23. In a first grade class a student is performing
academically at grade level. To be successful in
the classroom he needs frequent breaks, a token
economy, and schedules and instructions
presented to him visually.
Accommodations?
Modifications?

24. The learning expectation has not been changed.
The student is to complete all assignments
regardless of frequent breaks in or out of the
classroom.
Next

25. There is a 5th grade student who is in the
average to high range compared to typical peers
in all academic areas. However, when
completing spelling and math assignments the
length is shortened due to fatigue and her
frustration level.
Accommodation?
Modification?

26. The learning expectation for this student has
been changed compared to her peers.
Next

27. In a 9th grade civics class the students are to
demonstrate their knowledge of a past
president. Some students turned in a 5 page
research paper with 5-8 sources cited. A few
students turned in 3 page paper with 4 sources
cited and a gave a speech. One student, with an
IEP, turned in a 2 page paper with 2 sources
cited but also used a power point slide show
demonstrating what he learned.
Accommodation?
Modification?

28. The learning expectation is to demonstrate
their knowledge of a past president. The
learning expectation has not been changed for
the student with an IEP.
Next

29. Student: Age 12 male
Primary disability: Specific Learning Disability
Secondary disability: Speech/Language Disability
Present levels: This student performs in the above average
range, when compared to his same age peers, in the areas of
mathematics. The areas of reading, written language, spelling, and
articulation are significantly below average. It should further be
noted that this student has a diagnosis of apraxia which is an
extreme articulation disability.
He currently has identified needs and goals in the areas of
reading, spelling, written language, and articulation.
List out appropriate accommodations and
modifications to help the student access grade level
curriculum.

30. Accommodations:
 access to the teacher’s notes to supplement his
own notes
 extra processing and response time
 provide books on tape when appropriate
 access to word processing to support written
language output when appropriate
 option to take test orally when appropriate

31. Modifications:
 modified spelling program, functional words
only
 written work may be adjusted to reflect ability
level

32. Please refer to the Colorado Department of
Education Accommodations Manual for more
information.
http://www.cde.state.co.us/cdeassess/documents/csapa/2011/20
11_CO_Accom_Manual.pdf