In the Classroom- Accommodations and Modifications

With school starting or just around the corner, it is important that special needs parents familiarize themselves with vocabulary used for special needs children in the classroom. Two main words that are thrown around a lot are accommodations and modifications.

When accommodating a student, a teacher can alter the student’s environment, the way the student gets the information, educational equipment, and how the student is assessed. It does not change the educational standards. Children are still taking the same assessments and receiving the same information. Here are some accommodations a teacher may use for a special needs student in their classroom:

·        Seat in the front of the classroom

·        Seating away from groups or other students

·        Use study carrel

·        Change of font or larger print for written material given to child

·        Use colored overlay while reading

·        Use text to speech technology

·        Listen to book on cd and follow along

·        Test directions read to them

·        Sign language interpreter

·        Respond verbally when assessed (instead of written assessment)

·        Extended time

·        Review (directions, class material)

·        Notes about instruction

·        Trackballs instead of mouse for computers

·        Different writing utensil

·        Concrete examples

·        Graphic organizers to help sort information

·        Visual and verbal cues

·        Use computers, calculators, or voice recording device

·        Visual schedule or task checklist

·        Hands –on activities (manipulatives)

·        Frequent breaks

 

Modifications, on the other hand, change the way the information is presented in content or instruction. It is used for children that have a hard time meeting the standards, so they are lowered and done at a different pace. Their curriculum is modified so that they master fewer objectives. Here are some modifications used in a classroom:

·        Easier material (shortened simplified reading passages, simplified math problem, rewording questions in simplified manner)

·        Reduced assignments (shortened assignments, tests, activities)

·        Revised assignments ( 2 or 3 choices instead of 4 on multiple choice, word bank for fill in the blank)

·         Direct student to the answer with cues or reword question to make it simplified

·        Use of equipment to aid in problems (computer spell check, calculator)

·        Video instead of reading text

·        Behavior modifications (behavior plan, daily feedback, behavior chart, touch cue, frequent breaks, peer mentoring, posted expectations)

Knowing the accommodations and modifications your child needs to be successful in a classroom will help you be their best advocate in 504 meetings and during the IEP (Individualized Education Program) process. Make sure you have open communication with the teacher to know if the accommodations and modifications are helping your child be successful.