Student

Accommodation and
Modification
Prof. Ed. 2- Special and Inclusive Education

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Table of Contents.
01 | Introduction 02 | Accommodations 03 | Modifications

04 | Accommodation 05 |General 06 | General

vs. Modification Accommodations/ Modifications/
Assessments Assessments

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Introduction
● For many students with disabilities—and for many without—the key to success in the
classroom lies in having appropriate adaptations, accommodations, and modifications made
to the instruction and other classroom activities.
● Some adaptations are as simple as moving a distractible student to the front of the class or
away from the pencil sharpener or the window. Other modifications may involve changing
the way that material is presented or the way that students respond to show their learning.

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Did you know?
Accommodations, and modifications need to be
individualized for students, based upon their needs
and their personal learning styles and interests. It is
not always obvious what adaptations,
accommodations, or modifications would be
beneficial for a particular student, or how changes
to the curriculum, its presentation, the classroom
setting, or student evaluation might be made. This
page is intended to help teachers and others find
information that can guide them in making
appropriate changes in the classroom based on
what their students need.
Accommodations remove learning barriers in
the classroom to provide every child with
equal access to learning. An example is
offering an audio version of classroom text for
a student with dyslexia or visual supports for
children with ASD. Modifications are changes
to what a child is taught and expected to do in
class. For example, a student who struggles
with spelling may be tested on a different set
of words than his peers
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An ACCOMMODATION is a change that helps
a student overcome or work around the
disability. Allowing a student who has
trouble writing to give his answers orally is
an example of an accommodation.
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 This student is still expected to know the
same material and answer the same
questions as fully as the other students, but
he doesn’t have to write his answers to
show that he knows the information.

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Modification
Modification means a change in what is being
taught to or expected from the student.

The teaching practice that considers WHAT a

students is exposed to in terms of academic
material and expected learning outcomes.

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 ACCOMMODATION MODIFICATION
A strategy used to help a student with A strategy used to help a student with
learning needs access the same curriculum learning needs achieve the same curriculum
as his peers. as his peers.
Curriculum learning expectations and Curriculum learning expectations and
outcomes are the same. outcomes are different
Changes are made to provide equal access Changes are made to provide equal student
to learners and opportunity to demonstrate meaningful & productive learning
what is known. expriences based on individual needs and
abilities.
Does not Fundamentally alter or Do Fundamentally alter or lower
lowerexpectationsor standards expectations or standards ininstructional
ininstructional level,content or performance level, content and performance criteria.
criteria.
Grading is the same. Grading is different and appropriate to the student’s
specific developmental level and learning needs.
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GENERAL
ACCOMMODATIONS:
Large print textbooks
Textbooks for at-home use
Additional time for assignments
A locker with adapted lock
Review of directions
Review sessions
Use of mnemonics
Have student restate information
Provision of notes or outlines
Concrete examples
Adaptive writing utensils
Support auditory presentations with visuals
Use of a study carrel
Assistance in maintaining uncluttered space
Weekly home-school communication tools (notebook,
daily log, phone calls or email messages)
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● TESTING AND ASSESSMENT ACCOMMODATIONS:
Answers to be dictated
Frequent rest breaks
Additional time
Oral testing
Untimed tests
Choice of test format (multiple-choice, essay, true-false)
Alternate ways to evaluate (projects or oral presentations instead of written tests)
Accept short answers
Open-book or open-note tests
Read test and directions to student
Provide study guides prior to tests
Highlight key directions
Test in alternative site
Use of calculator or word processor
Extra credit option
Pace long-term projects
Preview test procedures
Simplified test wording; rephrased test questions and/or directions 11
General
Modifications
Allow outlining, instead of writing for an essay or
major project
Use of alternative books or materials on the topic
being studied
Computerized spell-check support
Word bank of choices for answers to test
questions
Provision of calculator and/or number line for
math tests
Film or video supplements in place of reading text
Projects instead of written reports
Highlighting important words or phrases in
reading assignments
Modified workload or length of assignments/tests
Modified time demands
Pass/no pass option
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BEHAVIOR MODIFICATIONS:
Breaks between tasks
Cue expected behavior
Daily feedback to student
Have contingency plans
Use de-escalating strategies
Use positive reinforcement
Use proximity/touch control
Use peer supports and mentoring
Model expected behavior by adults
Have parent sign homework
Have parent sign behavior chart
Set and post class rules
Chart progress and maintain data

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Conclusion.
Even a child with many needs is to be involved with
non-disabled peers to the maximum extent
appropriate. Just because a child has severe
disabilities or needs modifications to the general
curriculum does not mean that he or she may be
removed from the general education class. Because
accommodations and modifications can be so vital to
helping children with disabilities access the general
curriculum, participate in school and be educated
alongside their peers without disabilities.

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Thank you!
Do you have any questions?

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 Prepared By:

YABUT, Christian ARCEGA, Angelica Cootauco, Angelo

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