Accommodations and Modifications for students -pp
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Accommodations and Modifications for students -pp Presentation Transcript

  • 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 towhat 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 foran 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 standardA child is given/demonstrates limited concepts involved in math problemsA 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. Answer2.) Provide audiotapes of textbooks. Have the child follow the text while listening. Answer3.) Provide summaries of chapters of assigned reading. Answer4.) Use peer readers. Answer5.) Use marker to highlight important text sections of assignments. Answer6.) 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. Answer8.) Substitute alternatives for written assignments (clay models, posters, panoramas, collections, etc.). Answer9.) Give alternatives to long written reports (e.g., several short reports, preview new audiovisual materials and write a short review, give an oral report). Answer10.) 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 ispresented to all students.Back
  • 11. Accommodation**The content level has not been adjustedalthough the presentation is differentiated.Back
  • 12. Accommodation**This is an accommodation if it is given to thestudent to use while reading the chapter or forreview after reading it. If it is in replace of thechapter it is a modification.Back
  • 13. Accommodation**The student is accountable to the same levelof content.Back
  • 14. Accommodation**The expectations for the assignmenthave not been adjusted.Back
  • 15. Modification**The expectation for completion of theassignment has been changed.**This modification DOES change what thestudent is expected to demonstrate.**The activity objectives have been modified tomeet the needs of this learner.Back
  • 16. Modification**The expectation on an assessment hasbeen changed.Back
  • 17. Modification**The level of demonstrated mastery isdifferent than for other students.Back
  • 18. Accommodation**Level expectation remains the samethe presentation is differentiated.Back
  • 19. Accommodation**The same level of performance andacademic 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 thelayers of the earth. One student is reading at a4th grade reading level, the student is providedwith books and notes he can readindependently. All students are expected todemonstrate the same knowledge of the earth’slayers.Accommodation?Modification?
  • 22. The same learning expectation is the same forevery student.Next
  • 23. In a first grade class a student is performingacademically at grade level. To be successful inthe classroom he needs frequent breaks, a tokeneconomy, and schedules and instructionspresented to him visually.Accommodations?Modifications?
  • 24. The learning expectation has not been changed.The student is to complete all assignmentsregardless of frequent breaks in or out of theclassroom.Next
  • 25. There is a 5th grade student who is in theaverage to high range compared to typical peersin all academic areas. However, whencompleting spelling and math assignments thelength is shortened due to fatigue and herfrustration level.Accommodation?Modification?
  • 26. The learning expectation for this student hasbeen changed compared to her peers.Next
  • 27. In a 9th grade civics class the students are todemonstrate their knowledge of a pastpresident. Some students turned in a 5 pageresearch paper with 5-8 sources cited. A fewstudents turned in 3 page paper with 4 sourcescited and a gave a speech. One student, with anIEP, turned in a 2 page paper with 2 sourcescited but also used a power point slide showdemonstrating what he learned.Accommodation?Modification?
  • 28. The learning expectation is to demonstratetheir knowledge of a past president. Thelearning expectation has not been changed forthe student with an IEP.Next
  • 29. Student: Age 12 malePrimary disability: Specific Learning DisabilitySecondary disability: Speech/Language DisabilityPresent 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 ofEducation Accommodations Manual for moreinformation. http://www.cde.state.co.us/cdeassess/documents/csapa/2011/20 11_CO_Accom_Manual.pdf