Accommodations and Modifications... What is the difference?

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Downloadable Chart Shown Above

What's the Difference?

“Accommodations are intended to reduce or eliminate the effects of a student’s disability; accommodations do not reduce learning expectations.” Per the PACER Center, "an accommodation is used to allow a student to complete the same assignment or test as other students, but with a change in the timing, formatting, setting, scheduling, response and/or presentation. Accommodations cannot be added to an IEP only for testing." The examples provided - a student who is blind must take a Braille version of a test. If you add accommodations to an IEP, they must be determined necessary in everyday instruction. Remember that accommodations provided to a student must be "the same for classroom instruction, classroom assessments, and district and state assessments.”

Examples of accommodations:
  • Timing and Scheduling—these accommodations may include extended time for written or verbal response, classwork, assignments, and tests; multiple breaks throughout a student’s work period or across the school day; and preferential scheduling to accommodate a student’s needs. (when the student will be instructed and assessed)
  • Setting—as in providing a setting that reduces distractions, or providing special equipment that may be necessary in a classroom or that may only be provided in a particular school.
    (where the student will be instructed and assessed)
  • Presentation—examples of presentation accommodations are providing materials in large print or Braille, books on tape, visual cues, or notes; or providing a “human reader,” someone who reads all written text. (how the student will access information)
  • Response—such accommodations may be to provide students with a scribe, a graphic organizer, calculator, electronic note taker, or speech-to-text equipment.
    (how the student will demonstrate competence)

Considering the above categories, some specific instances of accommodations may include:
  • sign language interpreters for students who are deaf,
  • computer text-to-speech or computer-based systems for students with visual impairments or Dyslexia,
  • extended time for students with fine motor limitations, visual impairments, or learning disabilities,
  • large-print books and worksheets for students with visual impairments; and
    trackballs and alternative keyboards for students who operate standard mice and keyboards.

Unlike accommodations, modifications are intended to alter materials and/or curriculum, as an adjustment that changes the standard or what was supposed to be measured by a test or assignment. By doing so, the curriculum becomes more accessible and more academically appropriate for the student. Modifications can increase the gap between the achievement of students with disabilities and the expectations for proficiency at a particular grade level. As course materials are modified to a lower level year after year, the gap widens between modified work and on-grade-level work. It is important to keep in mind that when work is modified, different or fewer questions may mean less of an opportunity for the student to practice and ultimately master grade-level skills.

Examples of modifications:
  • Reducing the number of problems a student completes—students may be given fewer problems on a worksheet or a test than the rest of the class.
  • Revising assignments—assignments may be made easier or revised to a more appropriate academic level.
  • Giving students hints or clues to correct responses.





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Resource for Assistive Technology Accommodations Accommodations Live Binder by Nina Gregory and Kim Taylor (Pasco County)
Some resources in this binder may be specific to Pasco County Schools.

Discussing Misconceptions about Accommodations


Identifying Students' Accommodation Needs




Accommodations & Modifications for Students With Disabilities

This publication was produced through the Bureau of Exceptional Education and Student Services (BEESS), Division of Public Schools, Florida Department of Education. For information on available resources, contact the BEESS Resource and Information Center (BRIC).

http://www.fldoe.org/core/fileparse.php/7690/urlt/0070069-accomm-educator.pdf

Accommodations for Florida's Statewide Student Assessments

Provided by the Bureau of Exceptional Education and Student Services (BEESS).

http://www.fldoe.org/core/fileparse.php/7690/urlt/statewideassessmentaccommodations.pdf

Selecting Accommodations: Guidance for IEP Teams


http://www.fldoe.org/core/fileparse.php/7690/urlt/0070064-selectingaccommodations.pdf

Understood.org

Organized through the efforts of 15 non-profits, Understood (https://www.understood.org/en) offers ideas and resources to support children with learning and attention issues, ages 3-20. The site is loaded with information, especially from and for the parent perspective. With that in mind, it is a valuable resource for teachers and parents.

Some Common Modifications and Accommodations
A list of suggestions on ways teachers can help students with learning and attention issues succeed in school.
https://www.understood.org/en/learning-attention-issues/treatments-approaches/educational-strategies/common-modifications-and-accommodations

Accommodations vs. Modifications
This site on Understood.org, contains a chart with an explanation of the provision of accommodations in contrast to modifications.
https://www.understood.org/en/learning-attention-issues/treatments-approaches/educational-strategies/the-difference-between-accommodations-and-modifications


LoTTIE Kit Developed by Judith Sweeney (no longer available for purchase)
LoTTIE stands for Low Tech Tools for Inclusive Education. The LoTTIE kit was "designed to help students in reading, writing, math, and organizational skills," and provides teachers with the means "to informally evaluate and try out simple devices before automatically requiring more sophisticated and expensive technologies." LoTTIE Kits are basically boxes full of low-tech assistive technology tools, with tools varying per kit. Having the various items available as a collection provided an easy resource to trial an item to determine, through the process of elimination, the need for more complex technology tools. Sometimes, the simplest of tools may provide the level of support a student needs to succeed!

Despite a number of kits still in use, the company has closed, and their website is no longer accessible. The information is included here as a resource to those schools that continue to maintain LoTTIE Kits for resource trials.

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Lottie Kit Instructional Powerpoint



An Assistive Technology Continuum


For additional reference...
Visit the FLDOE website for access to publications and presentations covering a variety of topics specific to the education of students in exceptional education.
http://www.fldoe.org/academics/exceptional-student-edu/beess-resources/presentations-pubs/

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