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Accommodations vs. Modifications

Accommodations vs. Modifications. According to the Webster's New World Dictionary: Accommodations 1:  Adjustment, 2:  Willingness to do favors, 3:  A help convenience. Modifications 1: To change partially in character, form, etc.  2:  To limit slightly, 3:  To limit in meaning. Modifications

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Accommodations vs. Modifications

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  1. Accommodations vs. Modifications According to the Webster's New World Dictionary: Accommodations 1:  Adjustment, 2:  Willingness to do favors, 3:  A help convenience. Modifications 1: To change partially in character, form, etc.  2:  To limit slightly, 3:  To limit in meaning.

  2. Modifications Change what a student is expected to learn. Do alter the instructional level, content (standards), or performance criteria. Accommodations vs. Modifications • Accommodations • Change how a student accesses information and demonstrates learning. • Do not change the instructional level, content (standards), or performance criteria during the instruction and assessment phase.

  3. Accommodations vs. Modifications • Accommodations may change how, where, and when a student accesses information. • Modifications change whatthe student is expected to learn and what rubric/criteria will be used to evaluate performance.

  4. Accommodations Scheduling Seating Assistive Technology or Adapted Materials Presentation Response (with the same performance requirements) Modifications Same activity with different performance requirements / materials Same activity with a focus on embedded skills Different activity with different materials Same, only less Examples of Accommodations & Modifications

  5. Why provide Accommodations? All students need support in their learning. For students with disabilities, accommodations are supports. Accommodations help these students learn. Equal opportunity to obtain results and benefits. Adaptations/accommodations allow students with disabilities “equal opportunity.” Accommodations to a standard test format assesses an individual’s abilities, rather than his or her disability.

  6. When do we provide Accommodations? • Instructional • Throughout the school day in all school environments. • Addresses the supports needed to participate in regular school routines and activities as well as specific instructional areas. • Assessment • MSDE - “Decisions for necessary assessment accommodations should be derived by the daily instructional accommodations. Each accommodation must reflect an actual instructional practice.” • The same accommodations are performed during informal tests taken in class on a regular basis.

  7. Team Activity:Accommodations vs. Modifications Fill in the Comparison Chart by listing the characteristics of accommodations and the characteristics of modifications. Consider what they change, who uses them, and how they are implemented. Underline the similarities and star the differences. Complete the Summary Statements: Accommodations and modifications are similar… Accommodations and modifications differ…

  8. Resources • Georgia Project for Assistive Technology. (2002). Assistive Technology Consideration Resource Guide. Retrieved from (http://www.gpat.org/GPAT%20Resources%20Documents/Assistive%20Technology%20Resource%20Guide.doc) • Jackson, R. M. (2004). Technologies supporting curriculum access for students with disabilities. Wakefield, MA: National Center on Accessing the General Curriculum. Retrieved [Sept. 1, 2005] from http://www.cast.org/publications/ncac/ncac_techsupport.html • Karger, J., (2003). Access to the General Curriculum for Students with Disabilities: A Discussion of the Interrelationship between IDEA ’97 and NCLB. National Center on Access the General Curriculum. • Moll, A., (2003). Differentiated Instruction Guide for Inclusive Teaching. National Press Resources, Port Chester, NY. • Reed, P. & Walser, P. (2001) Utilizing Assistive Technology in Making Assessment Accommodations. Wisconsin Assistive Technology Initiative.

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