Accommodations vs Modifications Handout
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School
Rutgers University *
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Course
300
Subject
Communications
Date
Apr 3, 2024
Type
docx
Pages
3
Uploaded by haileebissell
Accommodations vs. Modifications
Scenario
Accommodation or
Modification? Why?
Because Emory has cerebral palsy, she has difficulty with tasks that involve fine motor skills, such as turning the pages of a book. Therefore, she is allowed to use e-texts instead of the physical textbooks used by her fellow classmates
Accommodation
Cody loves to tell stories but has a hard time putting his words down on paper. When his teacher assigns a two-
page paper, she allows Cody to write one or two paragraphs instead.
Modification
Dantrell is deaf. A sign-language interpreter accompanies him to his classes and relays all the information that the teacher presents.
Accommodation
Anya has a learning disability. As such, she has difficulty processing the information her teacher covers in class and
consequently taking good notes. To help her be successful, the teacher provides her with a study guide for
each lesson.
Accommodation
To prepare for an upcoming lesson on character development and plot, Mrs. Winters asks her students to read a 100-page novel. Knowing that Adora has difficulty reading grade-level text, she assigns her a 20-page abridged version of the same novel written at a lower level.
Modification
Cévon, a student with ADHD, struggles to stay focused and to organize his time. When his teacher assigns a long-
term project, she breaks the task into smaller pieces, requiring Cévon to complete each of them by a given date.
Accomodation
Anabelle’s class has been working on multiplication. Although the focus has been on multiplying three-digit numbers by two-digit numbers, Anabelle has been working
on multiplication facts. For the test, her teacher creates a different test for Anabelle with different types of problems.
Modification
Presentation vs. Response Accommodations
Consider the following case:
Mason is an energetic 10-year-old boy who speaks English. Typically, he gets along with his peers and is well-liked by his classmates. Because he is quite creative and is fascinated by objects with moving parts, he is actively involved in the robotics club. Although Mason is very bright, he has a learning disability and ADHD. Mason has difficulty processing, retaining, and recalling information. He also has some difficulty organizing materials and keeping up with school supplies. It is quite common for him to complete his homework but then misplace it before he has a chance to turn it in. Mason often becomes easily distracted by what is going on around him and has difficulty staying focused long enough to complete his work.
Consider the following questions:
1.
Read through each item in the left-hand column and determine whether it is a barrier for the student. If it is, highlight “Yes.” If not, highlight “No.” For each item with a “Yes,” record one or two presentation
accommodations in the third column of the worksheet that might address the student’s barrier(s).
Barrier
Highlight One
If “yes”, list 1-2 accommodations
Decoding text(sounding out words)
Yes No
Comprehending text(understanding what the words mean)
Yes No
-listening to texts while following along.
Understanding information presented
orally
Yes No
-Being able to ;physically see information
Remembering information
Yes No
-Taking notes
-having student repeat information
Identifying key information
Yes No
Staying focused
Yes No
-eliminate distractions
-figet
-give breaks
Seeing standard text
Yes No
Hearing information presented orally
Yes No
Holding materials
Yes No
2.
Read through each item in the left-hand column and determine whether it is a barrier for the student. If it is, highlight “Yes.” If not, highlight “No.” For each item with a “Yes,” record one or two response
accommodations in the third column of the worksheet that might address the student’s barrier(s).
Barrier
Highlight One
If “yes”, list 1-2 accommodations
Verbal communication
Yes No
Written expression (e.g., putting thoughts
on paper, organizing information)
Yes No
-graphic organizers
-checklists
Oral expression (e.g., articulation, finding words) or speaking in front of a group
Yes No
Spelling, grammar, and punctuation
Yes No
Organizing information
Yes No
-Graphic organizers
-task list
Mathematics computation
Yes No
Visual-spatial tasks
Yes No
Handwriting
Yes No
Staying focused
Yes No
-Fidget
-flexible seating
Dexterity or muscle control (difficulty holding a pencil, keeping papers in place)
Yes No
Hearing
Yes No
3.
Now, consider setting accommodations and timing/scheduling accommodations. Are there setting or timing/scheduling accommodations that could address the barriers Mason faces in the classroom?
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