Equity: 9 Types of Accommodations and Modifications
SIZE
Adapt the number of items that the learner is expected to learn or complete.
Allow completion of tasks in “chunks” until the student has met the objective.
Adapt the amount of information provided at one time.
DIFFICULTY
Adapt the skill level, problem type, or the rules on how the student may approach the assignment.
Not watering down, but examining abilities and disabilities and making the assignment fit.
Simplify directions, provide cues, provide calculator.
INPUT
Adapt the way instruction is delivered to the students.
Use audio and visual aids, semantic mapping, guided imagery, concrete examples, hands on activities, pre-reading activities, or place students in cooperative groups.
This is teacher behavior. Teach it in a different way!
OUTPUT
Adapt HOW the learner can respond to the instructions.
Does everything need to be pencil and paper tasks?
Instead of answering questions in writing use verbal techniques, projects, games, portfolios, hands on tasks for evaluation of learning.
LEVEL OF SUPPORT
Increase the amount of personal assistance with a specific learner.
Provide instruction in a manner that can become independently supported as necessary.
Assign peer buddies, teaching assistants, or tutors, and self-checking materials.
TIME
Adapt the time allotted and allowed for learning, task completion or testing.
Allow for longer period of time for the student to learn the concepts.
Consider the objective… how much time do they need to show that they have learned?
DEGREE OF PARTICIPATION
Designed for a student with a severe disability.
Adapt the extent to which a learner is actively involved in the task.
Adapt the level of participation expected during a task.
ALTERNATE GOALS
Designed for a student with a severe disability.
Adapt the goals, objectives, or outcome expectations while using the same materials as the rest of the class.
SUBSTITUTE CURRICULUM
Designed for a student with a severe disability.
Provide different instruction and materials to meet a learner’s individual goals.
This decision is made by the ARD and should be planned by the committee.
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Equity: 9 Types Of Accommodations And Modifications