This document discusses accommodations and modifications for students with special needs in a differentiated classroom. It explains that students with special needs may require more time, resources, or attempts to learn new concepts. They should be given rigorous but appropriate goals and teachers should use a variety of approaches to help students make progress. The document emphasizes that fairness, not equality, is important to meet the unique needs of each student. Effective teachers differentiate their instruction, content, processes and products based on student differences.

1. DR. MARISA SILVER
UNIVERSITY OF OREGON
Accommodations
and Modifications in the
Differentiated Classroom
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University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ
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Accommodations and Modifications in the Differentiated Classroom

2. Next Step Learning
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ
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3. What do students need?
Students with special needs may need:
more time, resources, or attempts to learn new
things.
rigorous, appropriate goals.
a variety of approaches to make progress with their
goals.
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University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ
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4. More Time
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ
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To Learn a New Concept:
Average learners: 4-14 times
Everybody else: 14-250 times
Students with severe disabilities: 250-350 times

5. More Resources
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ
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Students with special needs may need special items to
help with learning:
Different furniture
Glasses, hearing aids
Learning tools
More time with an adult

6. More Attempts
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ
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Students with special learning needs may need more
attempts to show that they have learned something.
More than one try on a test
Multiple chances to practice
More chances to show what they have learned

7. Equality vs. Fairness
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ
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Fair is when everyone gets what they need.

8. One Size Does Not Fit All
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ
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9. Discussion
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ
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Talk with your partner about a time when you
needed extra time, resources, or attempts to become
successful at a skill.

10. Setting Goals: Accommodations vs. Modifications
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ
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Read Handout 1:
Accommodations versus Modifications
Read Handout 2:
Case Study Student: Valita
What does Valita need?

11. Variety of Approaches
Inclusive educators use differentiation to meet the
needs of their students
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University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ
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12. What is Differentiation?
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ
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Planning for and paying attention to student
differences in the classroom.
Adjusting lessons and materials based on observing
differences in how students learn.

13. Differentiation
Read Handout 3:
Differentiation
by Carol Ann Tomlinson
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University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ
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14. Content, Process, Product
Preview Handout 4 for next session:
Examples of Differentiation
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University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ
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