Modifications and Accommodations

Modifications and Accommodations Making inclusion work!

All students are able to learn together with their typical peers when they are provided the appropriate supports and modifications to the curriculum. The starting point for curriculum modifications is the regular classroom.

Be careful not to assume that disability always means different. There are many times throughout the school day when students with disabilities can be doing the same thing as students without disabilities.

When adapting the curriculum for students with disabilities, goals and objectives should reflect chronologically age-appropriate skills and activities.

Curriculum Adaptations Change THE TASK Develop a different task for the student. Change THE STANDARD Make the same task more or less challenging. Provide THE SUPPORT Use techniques, materials, and staff to help the student.

Considerations: • Does the student have all of the necessary supports (i.e., technology, medical)? • Does the student have a way to communicate all day long? • Are all modifications and materials age-appropriate? • Are modifications made taking into consideration the concept of comparable challenge?

Considerations: • Does the student have opportunities to give as well as receive support? • Are all modifications made keeping in mind the highest expectations? • Has the student been given all of the necessary instructional opportunities to gain core skills (reading, math, and writing)?

Think about these questions when planning regular class participation and adaptations: 1) Can the student do the same activity at the same level as peers? (e.g. spelling lesson) If not…

Think about these questions when planning regular class participation and adaptations: 2) Can the student do the same activity but with adapted expectations? (fewer words) If not…

Think about these questions when planning regular class participation and adaptations: 3) Can the student do the same activity but with adapted expectations and materials? (matching the reduced number of words to pictures) If not…

Think about these questions when planning regular class participation and adaptations: 4) Can the student do a similar activity but with adapted expectations? (use words that are functional in the student’s environment) If not…

Think about these questions when planning regular class participation and adaptations: 5) Can the student do a similar activity but with adapted materials? (computer spelling program) If not…

Think about these questions when planning regular class participation and adaptations: 6) Can the student do a different, parallel activity? (learn a computer typing program, word processing with a spell checker, write or put pictures in a journal) If not…

Think about these questions when planning regular class participation and adaptations: 7) Can the student do a different activity in a different section of the room? (read a book in the reading corner) If not…

Think about these questions when planning regular class participation and adaptations: 8) Can the student do a functionalactivity in another part of the school? (help the librarian, office staff, coach, or kitchen workers to perform duties) Now the student is no longer in the Least Restrictive Environment

Ideas for Adaptations and Modifications

Use of a Tape Recorder • Record on tape: *directions *stories *specific lessons • Can help improve: *understanding of directions *understanding of concepts *reading skills

Clarify or Simplify Written Directions • underline or highlight the significant parts of the directions • rewrite the directions in simpler terms • write directions in a different color

Present Small Amounts of Work • tear pages from workbook • reduce the amount of work by requesting only certain problems (i.e., only odd numbered problems, those marked with a star) • provide responses to several items and ask the student to complete the rest • fold worksheet back to expose only a small portion at a time • ”Chunk” the assignment: with 15 problems, assign five at a time with a short break in between sessions

Highlight Essential Information • If a student can read a regular textbook but has difficulty finding the essential information, use a highlight pen on this material

Change Response Mode • Allow student to: *underline answers *select from multiple choice *sort information into categories *give oral answers

Written Assignments • substitute an oral report or other alternative assignment for written assignment • tape record reports or assignments • allow student to dictate assignments • shorten assignments • allow extra time to complete written assignments • arrange for students to work as partners to develop stories for writing assignments • grade on content, not grammar, spelling, or mechanics

Reading • use books on tape • use material at the student’s reading level • highlight text • substitute study guide or outline for text • shorten reading assignment • read text to student • allow extra reading time

Reading, cont. • omit more difficult reading assignments • pre-teach vocabulary • provide an extra copy of material for student to preview at home • use assisted or choral reading • use colored overlays • have student use a bookmark to track text

Math • use graph paper to line up numbers • highlight key words or directions • copy problems for the student • read story problems to student • allow use of a calculator • box or circle each problem

Items in Boxes

Items Not Boxed

Math, cont. • use number lines, counters, or other manipulatives • allow use of multiplication charts • shorten assignments • group problems of same process • provide additional practice

Developing Worksheets Use lots of spacing: There should be a great deal of space between sections and items. Starting each sentence on a new line can help increase the worksheet’s readability. Be sure the answer space provided is generous, especially for the student who writes big or nonuniformly.

Developing Worksheets Make worksheets well-organized: Avoid those that are crowded with too much information on a page. If the worksheet is too “busy”, some students might be overwhelmed and easily give up.

Developing Worksheets Make separations: Break worksheets into separate sections or boxes. Numbering those boxes or problems may likewise be helpful.

Developing Worksheets Set limitations: Try to limit the types of questions to one or two different types.

Developing Worksheets Provide clear and concise directions: If the worksheet has multiple sections, provide directions for each section. If information from one section runs onto the next page, be sure to restate the directions so they are identified on the new page. Provide examples when possible.

Developing Worksheets Use cues for finding answers: Page numbers can be provided to cue students where to find information. Providing the first letter of the answer will also cue students. Remember that the goal is for the student to find the correct answer and learn it, not to become frustrated searching for it!!

Technology • adapt screen functions (i.e., slow down mouse, enlarge icons) • screen magnifier or enlarging software • use talking dictionary, word processor, calculator • screen reading system • use voice dictation system

Study Skills • reduce quantity of material to be memorized • use of flash cards • use of mnemonic devices • assignment book with checking system • use peer proofing • break long term assignments into steps • provide notes to the student • set up study groups • give a study guide

Study Guides Study guides can be set up as an assignment for individual student completion, but…make sure student ultimately ends up with the right answers!! It is not helpful to study information that is incorrect!

Study Guides • keep the wording clear and concise • watch for readability: • appropriate spacing • avoid fancy fonts • text should be large enough to read clearly • use guidelines similar to worksheet and test development

Preparing Study Guidesfor Vocabulary Activities DIRECTIONS: Match these words from the chapter with their meanings. The pages and paragraph numbers are provided after each word. ____ 1. Put words here (54, 3) a. Definitions go here ____ 2. Put words here (59, 1) b.Definitions go here

Preparing Study Guidesfor Vocabulary Activities DIRECTIONS: Find each of your vocabulary words on the page and paragraph listed. Using your dictionary, write the definition that most closely matches the way the word is used in the sentences. 1. present (27, 4) __________________________________ 2. record (31, 2) __________________________________

Preparing Study Guidesfor Vocabulary Activities DIRECTIONS: Read these sentences from chapter two. Match the underlined word with its synonym below. You may use your dictionary. _____ 1. “We’re beholden to you, Benjamin Tanner,” said Papa, “for fetching him home.” a. agree b. grateful c. carried

Preparing Study Guidesfor Vocabulary Activities DIRECTIONS: Here are several pairs of words. Place an S on the line between them if their meanings are similar. Place a D on the line if their meanings are different. 1. navigate _________ steer 2. prosperity _________ poor 3. garment _________ minerals

Preparing Study Guidesas Concept Organizers DIRECTIONS: Fill in the blanks. Use the page and paragraph number to help you. 1. Name four types of supporting tissue. (page 271, par. 5) a. __________________________________ b. __________________________________ c. __________________________________ d. __________________________________

Preparing Study Guidesas Concept Organizers DIRECTIONS: Matter includes all solids, liquids, and gasses. Please categorize this list into three physical states of matter. iron oxygen ice hydrogen water chlorine copper wine helium Cheerios milkshake bar or soap Solids: __________ Liquids: _________ Gasses: ________ __________ _________ ________

Test Taking • provide a study guide that is accurately completed • read the test to the student • use simple wording and format for test questions • allow a project versus an exam • review for test with teacher, tutor, or other • allow for dictated responses on essay questions • test smaller units of study at a time • allow open-book or open-note tests • provide word banks

Test Taking:What Students Need to Know Multiple choice formats: Eliminate obvious incorrect choices by drawing one line through them. (If it is scribbled out it is hard to go back to if a student changes his or her mind.) Then try to narrow down the remaining choices to two before guessing.

Test Taking:What Students Need to Know Multiple choice formats: Answer all questions of which you are sure. Then go back to answer the remaining questions.

Test Taking:What Students Need to Know Multiple choice formats: Use clues from the main part of the question.

Test Taking:What Students Need to Know Multiple choice formats: Answer the question without referring to the given choices. Then read all choices and choose the one that comes closest to your anticipated answer.

Test Taking:What Students Need to Know Matching formats: Read both columns carefully before matching any items.

Modifications and Accommodations