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Modifications Accomodations

This document outlines 9 types of accommodations and modifications that can be provided to students to promote equity: 1) Quantity, time, level of support, input, difficulty, output, participation, alternate goals, and substitute curriculum. Some examples include limiting materials per page, providing extra time on assignments, using multi-sensory instruction methods, adapting assignments, and allowing preferential seating or alternate testing formats like large print. The accommodations are intended to adjust various factors like amount of work, time, support, instruction methods, difficulty, output expectations, participation, goals, and curriculum content or format.

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56 views1 page

Modifications Accomodations

This document outlines 9 types of accommodations and modifications that can be provided to students to promote equity: 1) Quantity, time, level of support, input, difficulty, output, participation, alternate goals, and substitute curriculum. Some examples include limiting materials per page, providing extra time on assignments, using multi-sensory instruction methods, adapting assignments, and allowing preferential seating or alternate testing formats like large print. The accommodations are intended to adjust various factors like amount of work, time, support, instruction methods, difficulty, output expectations, participation, goals, and curriculum content or format.

Uploaded by

api-298266511
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Equity: 9 Types of Accommodations and Modifications

Quantity

Time

Level of Support

1. Limit the amount of material presented on


a single page.
2. Adjust assignments to match attention
span, etc.
3. Provide extra time on tests, class work,
and homework if needed.

1. Break down assignments into manageable


parts with clear and simple directions,
given one at a time.
2. Support in the use of organization/timemanagement strategies.
3. Provide extended time on tests.

1. Establish a nonverbal cue between teacher


and student for behavior monitoring.
2. Provide a peer tutor/helper.
3. Seat the student away from distractions
and in close proximity to the teacher.

Input

Difficulty

Output

1. Use of multi-sensory instructional methods


(I.e. Visual graphs and charts to
accompany oral presentation).
2. Copies of text/reading materials for
adaption.
3. Use simple, concrete instructions with
concrete steps.

1. Support in the use of strategies to assist


1. Have a student restate or writ
memory and problem solving.
directions/instructions.
2. Adaptations to the physical environment
2. Clearly sequenced instruction.
(I.e. Constant room arrangement, removal 3. Provision of computer access.
of obstacles to path entry).
3. Provide information on accessing materials
through recordings for the Blind and
Dyslexic (I.e. Books on tape)

Participation

Alternate Goals

1. Preferential seating.
2. Provide for socialization on opportunities,
such as circle of friends.
3. Supply small rewards to promote behavior
change.

1. Provide post-secondary or vocational


1. Provider lower-readability.
transitional planning.
2. Raised lines on writing paper.
2. Select alternative textbooks, workbooks, or 3. Standardized tests (I.e. CAT, SAT) in large
provide books on tape.
print or Braille
3. Tape lesson so the student can listen to
them again; allow students to tape lesson.

Substitute Curriculum

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