![]() You can read more about the types of accommodations that can be included in your child’s IEP in our article, Accommodations for IEPs and Section 504s.Īccording to IDEA 300.116(e), “A child with a disability is not removed from education in age-appropriate regular classrooms solely because of needed modifications in the general education curriculum.” As Sabia explains, “The need for modifications is not a reason to separate a student from the regular education classroom.” It is essential to think outside the box and break down the assignment to its true purpose. It’s important to have that conversation with the child’s teacher, and ask, “What is the purpose of this lesson?” For example, if the objective is to learn about the themes of a particular novel, is it necessary for the child to read the full, unabridged version if they can learn the content in another way? In this case, a parent could argue that reading a shorter version of the same novel will allow their child to meet the grade-level expectations. Sabia points out that how an assignment is structured can also make a difference in whether an adjustment is labeled as a modification. Pelangka, “It all comes down to this: is the student being held accountable to the same standards as the other students?” For example, if the objective is to comprehend a particular novel, having a child listen to an audiobook would be considered an accommodation, and using an abridged version could be a modification. ![]() Whether something is considered an accommodation versus a modification will depend on whether or not the student is showing mastery of the grade-level standard. “They’re still doing the same types of work they’re still showing they can produce the same responses, just not as many times,” she explains. Pelangka tells us that a shortened math worksheet is not considered a modification as long as the student is receiving the same array of problem types and difficulties. However, offering a shorter assignment to that student can also be considered an accommodation, depending on how it’s done. An accommodation for multiplication could be masking half of the worksheet and showing them half of it at a time.” They’re not working toward the same standard. Pelangka begins with this example: “If the class is working on multiplication but a student is working on number identification through that same assignment while in class, that would be an example of a modification. Pelangka explains the difference in this clip: Simply put, an accommodation adjusts how a student learns, while a modification adjusts what they learn. “See Core Content Connectors as examples of modified stepping stones toward grade-level content that should be used in an individualized way based on each student’s needs and abilities.” “Adjusting expectations on the grade level content standards and assignments to have less breadth, depth, or complexity would be considered a modification,” Sabia says. On the other hand, Sabia explains, a modification is “when you change the expectations for what the student will actually learn of the grade-level content.” For example, a teacher may modify an essay-writing assignment by making it significantly shorter or about a less complex topic. An accommodation can address how a student is provided with information, how much time they’re given to complete work, how they will show content mastery, what supports they use to access content (for example, an audio version of written material), and in what settings. Sabia describes accommodations as “how you learn or how you show what you know, but you are using the same material to learn the same content.” For example, if a student cannot write due to a disability that affects their fine motor skills but needs to complete an essay, having a scribe would be considered an accommodation because it doesn’t change the content.
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