#Modifications vs accommodations how to
#Modifications vs accommodations series

Many teachers struggle more with modifying assignments rather than adding accommodations.

#Modifications vs accommodations how to

The student’s IEP will determine which type of adaptation he or she needs, but it is up to the teacher to determine how to incorporate the adaptation into their curriculum.ĭownload the Types of Accommodations Handout Modifications What works for one student may not work for another, and accommodations often change according to the lesson. When teaching individuals with disabilities, there is no one-size-fits-all mentality.

Substitute Curriculum (only for students with moderate to severe disabilities).

Alternate Goals (only for students with moderate to severe disabilities).

There are nine generally accepted types of adaptations: Modifications Handout AccommodationsĪccommodations are about adapting the instruction to fit each student’s needs. A student with a modification on their IEP is unlikely to succeed without additional support.ĭownload the Accommodations vs. Modifications, on the other hand, change the curriculum and expectations. The student is completing the same assignment as the rest of the students, but he or she is provided with support to help them succeed. It does not change the curriculum, grading or expectations.

An accommodation is in place to help a student overcome a weakness. To begin, accommodations and modifications are not the same each has a specific purpose. IEPs provide information on implementing accommodations and modifications. Each of these students has an Individualized Education Program ( IEP) describing the student’s needs and how best to adapt the lesson to fit those needs. As we get deeper into the twenty-first century, teachers are expected to implement a variety of teaching strategies into each lesson, and those with special populations have even more pressure to teach accordingly.įourteen percent-7.0 million-of all public school students in 2017-2018 had a disability. Fifty years ago, classrooms were organized in a teacher-centered manner focusing primarily on completing coursework.

#Modifications vs accommodations series

If this is the first post you're viewing in the Special Populations & iCEV series and would like to view the previous posts, click here.įor some teachers, the difficult part of teaching isn’t content: it’s differentiation.

In this week's edition of the Special Populations & iCEV blog series, we will provide an overview of accommodations, adaptions and modifications. Specially designed instruction is not a part of the Response to Intervention (RtI) or Section 504 of the Americans with Disabilities Act processes, but is specific to a student who qualifies for special education services in order to help him/her master IEP goals/objectives and ensure access to and progress in the general curriculum.By Morgan Dixon | iCEV Education Specialist on Augat 4:18 PM Specially designed instruction is the instruction provided to a student with a disability who has an Individualized Education Program (IEP) in order to help him/her master IEP goals/objectives. to ensure access of the child to the general curriculum, so that the child can meet the educational standards within the jurisdiction of the public agency that apply to all children.to address the unique needs of the child that result from the child’s disability and.The Individuals with Disabilities Education Act (IDEA) defines specially designed instruction as adapting, as appropriate to the needs of an eligible child, the content, methodology, or delivery of instruction Technology Applications and IntegrationĪccommodations and Modifications Specially Designed Instruction (SDI).Non-Educational Community-Based Support Funds.English Language Arts and Reading (ELAR).Educator Evaluation and Support Systems.Deaf Education/Regional Day School Program for the Deaf (RDSPD).