Accommodations

- Accommodations are changes to instructional or testing procedures or materials that allow a student to fully access the information and to accurately demonstrate knowledge.  

In other words, accommodations:

• DO NOT change the content of instruction
• DO NOT change the expectations for learning
• DO NOT reduce the requirements of the task

Modifications

- Modifications are changes to instruction or curriculum that alters either the content of that instruction or student performance expectations.

In other words, modifications:

• DO change the expectations for learning
• DO reduce the requirements of the task

Textbooks and Curriculum

Books

• Provide alternative books with similar concepts, but at an easier reading level
• Provide audio access of textbooks and have the student follow the text while listening
• Provide summaries of chapters
• Provide reading material of interest to the student at or slightly above the student's reading level
• Give page numbers to help the student find answers

Curriculum

• Shorten assignments to focus on mastery of key concepts
• Specify and list exactly what the student will need to learn to pass
• Modify expectations based on student needs (e.g., "When you read this chapter, you should be able to list three reasons for the Civil War.")
• Give alternatives to long written reports (e.g., write several short reports, give an oral report on a assigned topic)

Classroom Environment

• Develop individualized rules for the student
• Evaluate the classroom structure against the student's needs (flexible seating, firm limits, etc)
• Keep workspaces clear of unrelated materials
• Reduce visual distractions
• Use study carrels

Instruction and Assignments

Directions

• Use both oral and printed directions
• Give directions in small steps and in as few words as possible
• Number and sequence the steps in a task
• Have student repeat the directions
• Provide a model of the end product

Time/Transitions

• Alert student several minutes before a transition
• Provide additional time to complete a task
• Allow extra time to turn in homework without penalty

Handwriting

• Use worksheets that require minimal writing
• Use fill-in questions with space for a brief response rather than a short essay
• Provide a designated notetaker or photocopy of other student or teacher notes
• Provide a print copy of any assignments or directions written on the board
• Omit assignments that require copying, or allow the student to dictate/record answers

Grading

• Weigh daily work higher than tests for a student who performs poorly on tests
• Allow a student to rework missed problems for a better grade
• Average grades out when assignments are reworked, or grade on corrected work

Tests

• Go over directions orally
• Divide tests into small sections of similar questions or problems
• Allow the student to complete an independent project as an alternative to the test
• Provide possible answers for fill-in-the blank sections
• Provide the first letter of the missing word for fill-in-the blank
• Modify/Alter the language/vocabulary used for the assessment to assist with student understanding.  For example, replace the word ancient with old.  

Other

• Use post-it notes to mark assignments in books
• Break long-term assignments into small, sequential steps
• Provide study guides and study questions that directly relate to tests

Behavior

• Use nonverbal cues to remind the student of classroom rules
• Reward a forgetful student for remembering to bring pencils to class rather than punishing the failure to remember
• Minimize the use of punishment; provide positive as well as negative consequences
• Increase the frequency and immediacy of reinforcement 
• Ignore behaviors that are not seriously disruptive