May

2024

WSR Inclusion Department

Modification & Accommodation.

HOI: Abir Sadek

What is the difference and why should you care?

These terms, often tossed around in special education discussions, carry distinct meanings with significant implications for your student's educational journey. Understanding the difference is crucial. It's important to note that accommodations and modifications are not rigid categories; they often overlap. A student might require modifications in one subject, yet only need accommodations in another. Factors like interest, cognitive abilities, and situational context can influence this dynamic. For instance, a student, particularly one with ASD, might transition between modifications and accommodations based on various factors such as subject matter, time of year, and specific curriculum content.

Accommodations are supports and services provided to help a student access the general education curriculum and validly demonstrate learning.

Examples of Accommodations:

• Time: extend the time allocated to take a test, finish a task, learn a concept, or complete an activity
  
• Setting: students can take tests in a distraction free space – potentially a resource room so it is easier for the student to focus. This accommodation may be as easy as preferential seating (does the student need to be close to the board to see or next to the teacher to hear?)
  
• Level of support: LSA or peer assistant
  

·Reduce Response effort: The use of a calculator, scribe, or word processor to assist the student when an answer is expected. The student still must understand the concept of what is asked in order to accurately utilise any of these tools. **If a student knows their basic math facts, a calculator is an accommodation. If the student does not know their facts, it may be considered a modification.

• Sensory items: fidgets to help students focus.
  
• Visual schedules
  

To put it into Perspective…

Many teachers and parents who do not understand accommodations often feel that these supports and services will hinder a student’s learning by causing learned helplessness. I have often heard the argument that the student will never learn how to do it on his own if we provide these accommodations. I often present this analogy that I have heard used so often: If a student has a visual impairment, would we deny him glasses to help his vision? Glasses or contacts are an accommodation used by many people. It would not be reasonable to say that if a person was denied glasses or contacts, they would just “learn” how to see without that support.

So…what does that mean for your student?

• Accommodations will NOT affect a student’s grade or credits.
  
• Students can validly demonstrate learning of the GENERAL EDUCATION curriculum.
  
• Are on the lower end of the continuum for support – least restrictive.
  

Individualised changes made to the content and performance expectations for students Examples of Modifications:

• Quantity: Modify the number of items that the student is expected to learn or complete. (Depending on how it is written in the IEP, this could include entire sections of the curriculum. I.E: Only completing the addition portion of a math assignment that also includes subtraction, multiplication and division)
  
• Output: How a student responds to instruction For Example: Instead of writing an essay, they may be given multiple choice questions. Instead of open-ended questions, they may be given a yes/no strategy option
  
• Alternate Goals: Use the general education curriculum while adapting the goal or outcome expectation.
  

So…what does that mean for your student?

Modifications will affect a student’s grade.

Actual changes are made to the materials passed out by the general education teachers

Must consider what you want your student to get from their education. What is the MOST important? Is that different (in some way) than what everyone else is learning?

Environment – Adapt the classroom environment so it makes learning possible for ALL students. Things you can try:

• Provide an orderly and predictable room

• Post VISUAL reminders of the rules and procedures

• Reduce clutter

• Be consistent

• Label key areas clearly – (Turn in papers here.)

• Seat target students away from major distractions like doorways, pencil sharpeners, other irritating students, etc.

• Use behaviour cue cards and put them on target student’s desk

• Allow for age appropriate and discrete sensory stimulation – stress balls, fidget toys, etc. These help minimize larger distractions like tipping back in seats, constantly getting out of seat, etc.

• Allow the use of earplugs or headphones (without input/hookups) to block out background noise during study time, test-taking, and classroom task time.

• Always keep the Closed Captioning option ON when showing videos or TV segments so that all students can listen to and read the information.

Content Instruction – Accommodations in instruction and changes in instructional strategies can enhance learning for the entire class. Things you can try:

• Give at-risk students a very basic introduction to the subject immediately before starting the lesson for the whole class. Ask questions and direct discussions to elicit prior knowledge from the at-risk students.

• Include hands-on experiences and manipulatives whenever possible.

• Use experiments and other “being there” experiences to make the lesson memorable.

• Schedule field trips at the BEGINNING of the unit to give disadvantaged learners critical background experiences and information to benefit from the ensuing instruction.

• Continue to repeat and rephrase the major point(s) of the unit or lesson.

• Insert meanings of vocabulary continuously throughout the lesson.

For example, in a geography lesson the teacher asks the question “What do the contour (or curved) lines on the map represent?” In a science lesson the teacher explains that mold often grows in places that are dark and moist (or wet).

• During class participation, ask the target student a question about the main idea and state they have a minute to think about it or discuss it quietly with their (pre-selected) neighbour. Return to the student in a minute and re-ask the question. Allow for additional response time.

• Provide entertaining stories or fun mnemonics which support a point or help students remember vocabulary words or concepts.

• Partner students for activities. Allow for some groups of three so significantly challenged students can be easily included with two capable peers.

• Demonstrate how to use graphic organizers and then provide them so students learn how to categorize and organize information.

• Provide study guides for tests well in advance of the test.

• Offer copies of lecture notes to students who cannot copy accurately or quickly, have poor penmanship, or note-taking skills. Throughout the year help students fix their own notes using yours as a guide.

Assignment Structure-Paper/Pencil Work - Making workbooks, worksheets or other written assignments accessible to all students can be a challenge.

It takes knowing both the students AND the material to be taught in order to make reasonable adjustments to written assignments. Simple ways to

make accommodations and modifications to paper/pencil tasks can be accomplished by:

• highlighting with colored highlighters

• highlighting with removable highlighter tape

• marking text with Post-it notes

• marking pages with Post-it flags

• color coding pages, notes, and handouts

• using white out on parts of paper or to eliminate some multiple-choice answers

Content Instruction

• Reduce the variety of tasks (The class is practicing mixed addition and subtraction facts with flashcards; two students have additiononly cards.)

• Eliminate less critical information and facts from a copy of your notes (or those of a capable peer) using white out tape. Give it to struggling students to use as a study guide.

• Physically move closer to a struggling student before asking him/her a question. Teach this system to the student so he/she can mentally and emotionally prepare for answering questions. This reduces the stress, anxiety, and fear of being selected without warning.

• Find ways to involve students with significant disabilities in class jobs - passing out papers, collecting materials, taking roll, retrieving items from the office, etc.

• When asking questions that have several correct answers, select a SOD student first. He/she might only know one of the answers, whereas other students will know most or all of them.

Most special education students will have trouble with the following assignment because of:

• difficulty copying information
  
• difficulty locating information/answers in textbook
  
• the amount of print – students instantly assume it is too hard to do
  
• low reading abilities - they feel defeated before they even try it
  

• an expectation of failure - they don’t know how to achieve success

Ways to change this type of assignment

• Reduce the amount of required writing

• Give page numbers where answers are found

• Make it meaningful by highlighting what is on the test

• Use visual organization strategies to make assignment less overwhelming

Delays in fine motor skills can make writing excruciating for students with special needs. They frequently get frustrated and behaviour issues arise.

Alleviating the frustration can result in a positive learning experience.

Low technology strategies to try:

• Use a triangle pencil grip for better control

• Use a weighted pencil

• Vary length and thickness of pencil

• Vary writing implement (crayons, colored pencils, fine markers)

• Put something textured (such as fine sand paper) under the paper

• Provide various sizes of wide-ruled paper, gradually decrease size

• Purchase raised-line paper

• Apply thin lines of glue over lines to make a raised edge when dry

• Use a straight edge for writing

• Skip every other line on paper

• Enlarge paper on copy machine to make fill-in blanks larger

• Use mounted scissors and paper holder for cutting

• Highlight or outline areas to be filled in

• Provide small mailing labels already typed with the student’s name

• Reduce the amount of writing/pencil work required

• Allow additional time for writing

• Provide close-up model to copy from instead of board or overhead screen

• Indicate to parent when it is appropriate to write for the student

• Place alphabet strip on desk if student has difficulty forming letters

The majority of students who receive special education services have

difficulty in the area of reading. Since reading encompasses much of the

school day, textbook modifications are critical for students to

receive an appropriate education. Many teachers ask the question, “How

can a student be included in a general education class, if the student is

unable to read the textbook? “ Replace that question with, “How much

material will the student be able to learn and/or understand when the

information is presented in another manner?”

Inclusion, 450 Strategies for Success, by Peggy Hammeken

Low technology strategies to try:

• Don’t assume the student can read cursive – MANY special needs students (regardless of age) CANNOT read cursive writing

• Read the text aloud to the class or to a small group

• Vary the groups so students with special needs become familiar with the

procedures of working in small groups and are exposed to many peers

• If a non-reader is included in the class, group him/her with your best oral

reader(s)

• Divide the class into two groups if another adult is present to help

• Teacher, paraprofessional or adult volunteer reads to student

• Partner students so they can read aloud to each other

• Provide a note-taking format BEFORE beginning reading to guide comprehension

• Highlight key words and concepts

• Help student re-read key ideas and highlighted content

• Simplify complex text by rewording (break a complex sentence into several short

sentences)

• Reduce the amount of reading required (Student reads the summary three times

while the class reads the entire chapter.)

• Allow additional time to read

• Provide vocabulary lists with user-friendly definitions

Many students have difficulty with written language for a variety of reasons. Some students have trouble generating ideas or transferring their ideas into written words. Other students do not understand grammar, syntax, or the mechanics of writing. Still others have difficulty processing language.

Generating Ideas:

• Teach writing each day; don’t just assign it

• Give the student specific instructions-gradually decrease structure as confidence builds

• Allow student to use ideas from a word/idea bank

• Allow student to write about segments of the same topic for several days

• After a topic has been chosen, assist the student in developing a visual outline/graphic organiser

• Keep pictures available to help generate ideas

• Require a minimal amount of writing per day-gradually increase the expectations (Be prepared to start with very little!)

• Allow student to bring a picture from home to write about

• Allow lists and simple sentences-help student to gradually become more complex

• Allow students to dictate ideas to teacher, LSA or TA

• Require/encourage student to copy material from the volunteer’s dictation

• Provide a list of words for the student to use

• Provide a clearly written topic sentence and an informal outline to get the student started on a paragraph or essay

The Writing Process:

• Avoid corrections in the mechanical aspects in early stages of writing concentrate on idea development

• Teach and require the use of graphic organisers/ outlines/ mapping skills to help students learn to visualise the parts of the paragraph/essay/story

• Teach importance of beginning, middle and end of stories

• Require students to incorporate transition words (ex. first, next, then, last or most importantly, also of interest ) into paragraph writing

• Teach proofreading skills

• Allow use of checklist for proofreading

• Have the students read the story aloud to identify inaccurate construction of sentences

• Encourage students to share stories with the class or a partner - do not require students with special needs to read their work to the class if they are uncomfortable

(They learn from hearing good stories modeled for them.)

• Allow the use of a computer or word processor

• Value quality over quantity - look for a well-written paragraph instead of a longer story of mutilated sentences and atrocious spelling

• Allow fill-in-the-blank forms for the beginning stages of report writing

• Allow multiple formats for presentations, including some that don’t include writing

• Allow reduced sources and modified format when writing research papers

• Allow students with special needs to work together to generate one report

• Allow students to dictate stories, reports, etc. to volunteers/peers

• Require students to practice reading aloud the stories they dictated

• Develop a spelling dictionary for frequently misspelled words

Spelling should be compatible with the student’s reading level. For

younger students or students with special needs who are not ready

for a formal spelling program, students can practice letter formation, sound/symbol relationships and fine motor skills. As soon as the child is capable of remembering short sight words (is, the, a, etc.) or can blend two sounds (an, am, in, on, etc.), a formal spelling program can be implemented.

Pre-spelling activities:

• Create a spelling list of consonant sounds that coincide with the initial letter sounds of the class spelling list

• Student writes the beginning sound of word while the class writes the word

• Begin with simple sight words and short phonetic words as soon as the child knows enough letters and sounds

• Practice spelling student’s own name and gradually add other familiar names to spell

• Develop a spelling list that also makes a sentence-“I am Meg.”

• Allow lots of practice reading, tracing, writing, sequencing, stamping, building and finding spelling words and sentences

Spelling activities:

• Give student a PRINTED list of words to practice (not cursive)

• Reduce the number of spelling words on the list

• Allow student to set an individual spelling goal for number correct on test

• Gradually increase the number of required spelling words IF the student is making a mastery goal

• Group spelling words into word families or similar patterns

• Replace a few unfamiliar words with high frequency sight words

• Incorporate familiar words from student’s basal reader or leveled books

• Chose spelling words relevant to curriculum and consistent with the child’s vocabulary

• Teach students to isolate (say) each sound in the word and match them with the

spelling for that sound:

• Create a format that can be used with all students even though word lists vary

• Use the previous year’s spelling lists

• Teach student to highlight base words, prefixes and suffixes in different colors

• Teach only one spelling rule at a time

• Combine spelling and handwriting goals to save time - practice spelling words during handwriting practice

• Allow spelling practice time each day

• Provide fun drill and practice exercises like bingo, hangman, word finds, etc.

• In addition to paper and pencil practice, encourage use of practice with white boards, paint, stamps, computer, orally in small groups, or on a tape recorder

• Provide audiocassette with words pronounced and spelled for student to listen to during extra class time or at home if appropriate

• Teach mnemonic devices to help spell difficult words (Wed - nes- day, the principal is your pal)

• Allow some choice for spelling practice methods

• Encourage student to verbalize sounds while writing spelling words

Students with special needs frequently have difficulty with auditory and visual processing, along with delays in short term memory. Because math usually requires the use of multiple sequential steps in order to produce an answer, students get frustrated and confused. Students will need the use

of concrete objects (manipulatives) and visual examples whenever possible.

Low and medium technology strategies to try:

• Introduce concepts using real life examples whenever possible

• Don’t worry about perfect calculations when teaching a concept-focus on the process first

• Teach key math terms separately

• Provide student with an easy to read dictionary of required math terms

• Include drawings and examples to illustrate the meaning of terms

• When teaching abstract concepts, use drawings, diagrams, and visual demonstrations to establish a concrete relationship

• When demonstrating concepts use color coding to focus student attention

• Highlight similar math operations to help students focus on the operation (ex. multiplication in blue, division in green)

• Cluster similar problems into groups

• Teach fact families and build fluency with games and challenges

• Teach students to highlight each operation in mixed-operation worksheets

• Model math problems using manipulatives whenever possible (overhead manipulatives for math are readily available)

• When teaching number lines-use tape or draw a number line on the floor for students to walk on (This assists students with directionality too.)

• Enlarge worksheets/assignments on copier to give more writing space

• Put boxes around each problem to visually separate them

• Use manipulatives whenever possible (coins, counters, grouping rings)

• Allow use of number lines

• Allow use of a multiplication chart

• Use large graph paper to assist with proper alignment of columns of numbers

• Reduce the number of practice or test problems on a page

• Allow additional time to complete assignments

• Simplify and rephrase vocabulary in word problems

• Have students verbalise the process to you

• Turn lined paper vertically so the student has ready made columns

• Don’t penalise students with fine motor difficulty by requiring them to copy problems-focus on the math operations and allow them to use copied sheets

• Create a math reference book that has easy to read information and illustrations of the concepts covered in class

• Challenge student to do just one line of problems at a time

• Use memory devices (Order of operations: “Please Excuse My Dear Aunt Sally” for Parentheses, Exponents, Multiplication, Division, Addition, Subtraction)

• Calculator

• Large-size calculator

• Simple-function calculator

• Calculator with print-out

• Coin-u-lator (calculator that performs operations with coin buttons)

High technology strategies to try:

• Talking calculator

• Adapted measuring devices (talking ruler, clock, etc.)

• Computer with math software

• Wireless number pad for computer

• Speech recognition devices