accommodation_modification

//Designed to help the child// //do the// **//__same__//** //work as his or her peers////.// //Following are some examples of six types of accommodations/adaptations://
1. **__Size__** - Reducing the number of items on or amount of an assignment.

2. **__Time__** - Adjusting how long a child/adolescent is given to complete tasks.

3**. __Input__** -Teaching strategies to help the child/adolescent understand what he or she (and the whole class) is learning (e.g. employing a video, computer programs, visual aids, graphic organizers). //__However, the child is then expected to write the same essay, or take the same quiz, on the material covered.__//

4. **__Level of Support__** – Using cooperative groups, a peer buddy, a mentor or a para-educator to help the child learn. //This is a change only in the __way__ instruction is delivered.//

5**. __Difficulty__** – Supporting the different ways/learning styles the child uses to understand (e.g. using a calculator; orally reading tests or lessons, //other than for reading class//, to the child; making abstract concepts concrete through example – //but the student is __still accountable for learning the same concepts as all others in class__//).

6**. __Output__** – Providing ways the child can demonstrate what he or she has learned (e.g. child gives answers to tests or assignments orally instead of in writing; typing/ word processing instead of handwriting; using the child’s sensory modality preference, such as auditory, visual and/or tactile/ kinesthetic; using the child’s multiple intelligence strengths [verbal-linguistic, logical-mathematical, visual-spatial, bodily-kinesthetic, musical-rhythmic, interpersonal, intrapersonal and/or naturalist]. //However, the child is still expected to show mastery of the __same__ concepts as others in the class.//

**__Curricular__ __Modifications__**
===Designed to help the child //do// **//__similar__//** //(not the same) work// as his or her peers, because **//what the child is expected to learn is __different__ from his or her peers//** //and fulfills a different level and/or set of state standards//. Following are some examples of three primary types of modifications:===

1. **__Participation__** The //__degree__// to which what the child is expected to do is //__different__// from that of other students at the same age/grade level.

//(e.g., All students in a self-contained low incidence classroom are expected to sit together at the same table for lunch in the school cafeteria (in order to develop the social skill of joining in a conversation). A nonverbal student with autism goes through the lunch line with the others, but sits with his aide at the end of the same table. He is not expected to talk, but uses a basic communication board to tell his aide about basic needs.//

2. **__Alternate Goals__** The outcome expectations/goals are significantly different.

//(e.g., The child will __copy__ alternative information instead of __composing__ a conceptual essay. All students will compose an essay on the effects of the Holocaust on children caught in WWII, such as Anne Frank. A child w/Down Syndrome (who has difficulties in abstract reasoning/ conceptualization) will copy basic info. about the daily routine of the Frank family while in hiding.//

3. **__Substitute Curriculum__**-A significantly, differently leveled textbook or set of curricular materials on the same (or related/ parallel) subject is used.

//(e.g., All students read a children’s literature book about money (e.g., The Berenstain Bear’s Trouble with Money). A student w/autism sorts pennies and nickels into separate piles.)//

Go to Course Requirements page.