Literacy
A student is provided with a graphic organizer to help them sequence and record ordered information.
Accommodation
A graphic organizer is a simple accommodation that helps the student access the curriculum and the standard level of instruction.
A student requires manipulatives (i.e.:connect cubes) when learning about fractions.
Accommodation
The student still has the same expectations, but their learning is now scaffolded to accommodate for their learning need.
The teacher chunks instructions for a student to prevent behaviour that is triggered by feeling overwhelmed.
Accommodation
This strategy breaks down standard grade level curriculum into more manageable tasks, without modifying the expectation.
A student with slight hearing loss requires the teacher to use an FM system.
Accommodation
The student needs the FM system to access the curriculum, there are no modifications to their instructional level.
A child who can’t learn the twenty-word spelling list is now expected to learn only ten words.
Modification
This example has different standards for mastery. Some modifications involve changing the number of the regular curriculum
The teacher colour codes key characteristics, terms, and symbols to scaffold a student's understanding of mathematical concepts.
Accommodation
This strategy presents the grade level instruction in a more organized manner to support the student's comprehension.
A student with attention needs is given preferred seating next to the teacher.
Accommodation
The student will still be learning their grade level expectations but may need redirection from the teacher during certain activities.
A student with low vision is given high contrast handouts with enlarged text.
Accommodation
The handouts help the student overcome their low vision barrier to access the grade level curriculum.
A student identified with dyslexia is given more time for written assignments and access to text-to-speech software for certain reading activities.
Accommodation
The student is using the software and additional time to meet their grade level expectations.
A fifth-grade child with a severe math disability who isn’t ready to learn fractions and decimals, is still working on addition and subtraction.
Modification
The student is not yet working at the 5th grade level expectation. Some modifications require changing the level of instruction.
A student requires frequent physical breaks to support their need for self-regulatory skills.
Accommodation
The breaks allow for the student to refocus on their work, and does not change the actual content their learning.
A student with articulation difficulties is provided text to speech software, that allows them to hear proper articulation or to make themselves understood by others.
Accommodation
The content and expectations remain the same, the student is provided with support to meet the standard grade level expectations.
An ELL student will be writing using the class prompt, but using simpler vocabulary and sentence structure.
Modification
The ELL student is not expected to be at the grade level writing expectation since they are unfamiliar with the language of instruction. Some modifications involve changing the complexity of an expectation.
A student that is identifies as gifted is provided with more opportunities for problem solving that require higher level thinking skills.
Accommodation
The instruction level is not changing, but the student is being challenged in the way they are learning about the concept.
A fifth grade student with ASD needs frequent breaks to their designated safe space when participating with classmates in grade 5 science activities. The teacher created it as a space for the student to go when they get overwhelmed.
Accommodation
The student is able to work at grade level, they just require additional supports to meet their expectations.
A student with a stutter is provided with choice in assignments and more time for oral tasks.
Accommodation
With these strategies the student is able to meet the grade level expectation.