Providing the accommodations and modifications on the IEP are

mandatory by Federal Law. It is our job (special educators, general

educators and paraprofessionals to ensure they are being followed.

If a student is struggling, it is not uncommon for a paraprofessional to

help in the development of adaptations that are not on the IEP.

Always communicate with the general education teacher and the special
education teacher to inform them of any accommodations you will be
making to help the student be successful.

When deciding to implement a new

accommodation/modification remember to:

• Use the least obtrusive support first

• Use age appropriate materials and activities

• Maximize student participation

• Facilitate positive and valued interactions with peers

• Promote independence
An accommodation changes how a student learns the material. A
modification changes what a student is taught or expected to learn. Here
are some examples to explain the differences between them.

Accommodations Modifications
Accommodations can help kids learn the
same material and meet the same
expectations as their classmates. Examples: Kids who are far behind their peers may
Classroom recording a teacher’s presentation and
having the student re-listen to it, changing
need changes, or modifications to the
curriculum. Examples: shortened or lower
Instructions the location of their seat, extra time, level assignments, alternate curriculum,
flexible seating, giving a cloze passage of
t , f o n t s,
read aloud passages,
notes, read aloud questions & answers,
spell checkers.
n g e t ex ox
! C h a t h i s b
d i t a b l e! e m o ve
E s i z e .R g
l o r s & p r i n t i nModifications
Classroom c
Testing o
accommodations can
e f
be
e
different
requiring a
in testing often involve
orExamples: or material that is lessto cover
student less material
Tests
b
from those used for instruction.
extra time, verbal answers, scribe, study
complex..
Examples: Reduction in number of
guides, alternate testing location.
questions, alternate test, alternate skills.

Some district and most statewide Some students take an alternate

assessments allow certain accommodations
Standardized like extra time, frequent breaks, and
Tests alternate location. Ideally, these would be
the same accommodations as classroom
tests.
assessment of their statewide and district
tests. If not, modifications can be made to
the standardized tests if specifically stated
on the IEP. Examples: read aloud passages,
braille, human reader

If the school believes that an assignment

Accommodations for special classes like
within a special class is unreasonable for
Specials gym, music, and art can be helpful. These
are similar to accommodations for
the child, modifications to that
Classes classroom instruction. Examples: extra time,
assignment are made. Examples:
reduction in expectations, excusal from
different format, scribe, verbal answers.
performances.
 • Listen to audio recordings instead of reading text
• Work with fewer items per page and/or materials in larger print
• Have a designated reader
• Hear instructions orally
Presentation • Record a lesson, instead of taking notes
• Have another student share class notes
• Be given an outline or cloze copy of notes
• Be given a written list of instructions

• Give responses in a form (oral or written) that is easier

• Dictate answers to a scribe
Response • Capture responses on an audio recorder
• Use a spelling dictionary or electronic spell-checker
• Use a word processor to type notes or give responses in class

• Work or take a test in a different setting (quiet room)

• Sit where the student learns best
• Use special lighting or acoustics
Setting • Flexible seating arrangements
• Small group setting
• Flexible seating

• Take more time to complete a task or a test

Timing • Have extra time to process information or directions
• Take frequent breaks, such as after completing a section of work

• Take more time to complete a project

• Take a test in several timed sessions or over several days
Scheduling • Take sections of a test in a different order
• Take a test at a specific time of day
• Frequent breaks

• Use an alarm to help with time management

• Mark texts with a highlighter
Organization • Have help coordinating assignments in a book or planner
• Receive study skills instruction

• Complete fewer or different homework problems than peers

• Write shorter papers
Assignments • Answer fewer or different test questions
• Create alternate projects or assignments

• Learn different material

Curriculum • Get graded or assessed based on a different standard or using a participation
rubric
 • Shorten the number of words the student is required to know
• Help the student learn to group words according to word families
As a Special Education paraprofessional, I understand
•
•
Use familiar manipulatives such as letter tiles to practice
Provide practice pages to trace the words
that I may have access to written and verbal information
Spelling
•
•
Color code the syllables
Reinforce one spelling rule at a time
• Chunk lists into parts when studying
about students and their families that is confidential
• Allow tests to be taken on a computer
• Cue the students as to the number of syllables or letters
according to State and Federal Law.
•
•
Multiple choice tests
Give test verbally

I agree to not, under any circumstances, discuss

Use a math notebook to keep rules, formulas, examples, etc.
•
any information
•
•
or
Provide
Use
behavior
different colors when
without
a copy of an example
modeling
the permission of a
of a problem
steps
school representative,
Math
•
• or reveal
Reinforce math fact families
Use manipulatives names
(paper money, of individuals
base 10 blocks, counters, numberline,to
etc.)
• Copy problems onto graph paper for organizational help
any unauthorized
• persons.
Highlight keywords in problems
• Allow the student to use a multiplication chart
• Use an “L” cutout to help manipulate the multiplication chart

I have read this agreement and promise to abide by it. I

understand that• the right
Provide of confidentiality
a list of important vocabulary before readingistheguaranteed
text
• Read the summary of the text first
to each individual
•
•
Read with
the reviewdisabilities
Highlight answers when they are
and
questions first and then
found
looktheir parents, and I
for answers

agree not
Reading to violate
•
•
this right.
Provide a student guide of the test
Use multi-sensory activities to help student understand abstract information
• Use sticky notes/highlighter tape/erasable highlighters to mark important
information in the text
• Paraphrase information in their own words and discuss what is unclear
• Read directions and questions aloud

Signature_________________________ Date______
• Allow extra time
Experiment with different writing tools (types of pens and pencils)
Witness__________________________ Date______
•
• Provide a template
• Provide an example of a finished product
Writing • Allow spell checkers
• Type instead of write
• Set times to stop periodically to read what is being written
• Chunk writing assignments into parts
Student Name Accommodations Modifications