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Page 12: Modifications: What Questions Should Ms. Flores and Mr. Ericson Ask The General and Special Education Teachers?

Ms. Flores and Mr. Ericson should ask the general and special education teachers about: 1) What types of modifications are being used for students with disabilities, such as reducing assignments, varying reading levels, or designing new materials at different difficulty levels. 2) How teachers are ensuring modifications do not "dumb down" the curriculum, reduce learning opportunities, or provide off-grade level material that could interfere with learning. 3) What assessments are being given and how modifications may impact student performance on assessments.

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173 views3 pages

Page 12: Modifications: What Questions Should Ms. Flores and Mr. Ericson Ask The General and Special Education Teachers?

Ms. Flores and Mr. Ericson should ask the general and special education teachers about: 1) What types of modifications are being used for students with disabilities, such as reducing assignments, varying reading levels, or designing new materials at different difficulty levels. 2) How teachers are ensuring modifications do not "dumb down" the curriculum, reduce learning opportunities, or provide off-grade level material that could interfere with learning. 3) What assessments are being given and how modifications may impact student performance on assessments.

Uploaded by

jade tagab
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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What questions should Ms. Flores and Mr.

Ericson ask the general and


special education teachers?

Page 12: Modifications

A modification is a change to the instruction or curriculum for a


student in which the content of the instruction or the performance expectations are altered.
Modifications are useful for students for whom all possible accommodations have been considered
but who require additional measures to help them progress in the general education curriculum. Skill
deficits, such as in reading or math, can make it difficult for some students to achieve the curricular
goals set for all students. Carefully constructed modifications can help students with these skill
deficits to progress in the general education curriculum at their own level. The table below illustrates
several types of modifications that can be used with students with disabilities.

Reduce Require a student to write one or two paragraphs instead of several pages.
assignments

Vary levels of Students in a class might read literature at different levels, though all learn to identify
character development, plot, and “voice”.
reading material

Design new Tasks might mirror the general education curriculum but vary in difficulty. For example, all
students might receive math instruction, but some would study basic algebra while others
material solved simple word problems.

Use lower level Use a textbook or text in the same subject matter that is below the grade level of the class.
texts

Cautions in Using Modifications


Although it’s true that modifications allow students with disabilities to access the general education
curriculum, teachers should be cautious not to:

 “Dumb down” the curriculum by taking away the difficult tasks and
altering what students are expected to learn
 Reduce a student’s opportunity to learn the critical knowledge,
skills, and concepts in certain subject areas
 Provide off grade-level material that can interfere with the
curriculum sequencing strategy and later result in the student’s
having even greater gaps in prior knowledge than might otherwise
be the result of his or her learning deficit alone
 Put the student at a great disadvantage on assessments, which
may have significant consequences for students as well as for
schools

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