Accommodations
What are accommodations in the context of an IEP?
Accommodations are changes made to the learning environment or the way information is presented to help students access the curriculum without fundamentally altering its content.
How are modifications different from accommodations?
Modifications involve changes to the curriculum itself, reducing learning expectations to match a student's current abilities, whereas accommodations do not alter the curriculum's content.
In a case where a student has a learning disability, would providing an audio version of a textbook be considered an accommodation or a modification?
This is an accommodation, as it supports the student's access to the curriculum without changing the content.
An accommodation can be made for any student, not just students identified with an individualized educational plan.
Yes, an accommodation does not alter what the student is learning, rather, it makes the learning more accessible for the student.
Name an example of a curriculum modification for a student with a cognitive disability
Simplifying the language or reducing the number of learning objectives.
Taylor, a Grade 6 student with ADHD, often struggles to stay focused and complete assignments on time. What accommodation could be implemented to support Taylors learning in the classroom?
Possible accommodations for Taylor could be providing them with a quiet workspace, breaking up task into smaller tasks, daily check-ins in eductors, creating day-to-day checklist.
When a student has difficulty organizing their thoughts in writing, what accommodation could help them express their ideas more effectively?
Providing graphic organizers to help the student plan and structure their writing, access to assisted technology (ex.providing speech-to-text software), and daily check ins.
When might a student receive modifications in their IEP?
Students who are significantly below grade level and unable to access the standard curriculum may receive modifications.
Sarah, a Grade 4 student, has dyslexia and finds it challenging to read grade-level texts. What modification could be made to accommodate Sarah's needs during a language arts lesson?
Possible modifications for Sarah is providing her with reading materials at her instructional level, allowing her to access the content while working on her reading skills.
How should schools address common barriers to AT accommodations?
Schools should provide timely access to AT, offer adequate training and support for educators, students, and families to make the accommodation effective. Addressing concerns and misconceptions about AT is essential, as is regularly evaluating its effectiveness and updating best practices.
How are specific learning expectations determined for students with modifications?
Specific learning expectations are determined based on the subject area and the student's individual needs. These expectations are limited to a few specific goals for each term, focusing on what the student can realistically achieve.
Jaspar, a Grade 7 student, has dysgraphia and has difficulties with handwriting. Identify assessment accommodations that could be included in Jaspar's IEP.
Adapt test formats to cut down on handwriting (ex. circle the answer or fill in the blank), use a scribe or speech-to-text, extended time on tests.
What are some examples of non-AT accommodations for reading difficulties?
Examples of non-AT accommodations include providing agendas or graphic organizers, breaking assignments into smaller tasks, providing more check-ins, allowing more time to complete assignments or tests, not penalizing spelling errors, using oral instruction and evaluation, providing a quiet area to complete work, receiving class notes and study materials in advance, repeating or rephrasing instructions as needed, scribing, and allowing students to submit answers in point form.
What should be considered before resorting to modifications for students with reading difficulties?
Before resorting to modifications, it is important to ensure that interventions and accommodations have been put in place. Interventions and accommodations should be implemented to help the student fully participate in grade-level curriculum.
Juan, a grade 8 student, has a developmental disability that affects his memory, making it challenging for him to retain and recall information. What instructional strategies can be used as accommodations on his IEP.
Possible instructional accommodations for Juan is frequently check with the student for understanding, use graphic organizers, access to in-class materials (powerpoints), concise and simple instructions, assistive technology.