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Accommodations & Modifications Success Strategies in the Inclusive Classroom Module 1

Accommodations & Modifications Success Strategies in the Inclusive Classroom Module 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

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Accommodations & Modifications Success Strategies in the Inclusive Classroom Module 1

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  1. Accommodations & Modifications Success Strategies in the Inclusive ClassroomModule 1

  2. 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.

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

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

  5. 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 ofAccommodations & Modifications

  6. 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.

  7. 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.

  8. Team Activity:Accommodations vs. Modifications • In your team forum, list the differences and similarities between accommodations and modifications. • Develop a team definition for instructional accommodations and modifications. • This definition should highlight how accommodations and modifications differ. • Post your team’s definition to the whole group discussion thread.

  9. Resources • Moll, A., (2003). Differentiated Instruction Guide for Inclusive Teaching. National Press Resources, Port Chester, NY. • 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.

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