by Sarah Elsbernd, Special Education Facilitator Accommodations and modifications. We hear these terms at IEP and 504 meetings often. Sometimes these words are used interchangeably, but it is important to know there is a difference. ACCOMMODATIONS Accommodations are practices and procedures in the areas of presentation, response, setting, and timing/scheduling that provide equitable access during instruction and assessments for students with disabilities. Accommodations do not reduce learning expectations. Accommodations provide students with access to the general curriculum and assessments. Accommodations allow barriers to be removed. They are like using glasses. Not everyone needs or wears glasses, but those that do see things more clearly. MODIFICATIONS Modifications change, lower, or reduce learning expectations. Reduced learning expectations increase the chance for students to further increase the learning gap from where they currently function from where they should be performing on grade level. Modifications may mean the student does not receive a grade like other students in the class. Instead, they may take the class as a pass/fail or as an audit. It is appropriate to offer students material on their ability level, (especially when they are performing several grade levels below) to ensure opportunities for success and eliminate feelings of failure. It is important to provide access to grade level curriculum and materials on ability level so a student has twice as much exposure to subject area material of demonstrated weakness. IT TAKES A VILLAGE... Providing accommodations and modifications are the responsibility of everyone who works with a student. Many accommodations or modifications need to be created or thought of on the spot. If a student has a 504 plan or IEP, you should have an idea of what might be needed to adjust your lesson plans or assignments/tests. Be sure to provide those accommodations and modifications. If you are unsure of how to implement these, talk with the student’s special education teacher or the 504 coordinator in your building. I have heard from teachers, “I don’t know what the student’s accommodations are.” or “I have not seen the student’s IEP/504 plan.” Remembering that it is the responsibility of everyone who works with a student to provide modifications and accommodations, there are a couple things you can do if you find yourself feeling like this:
5 Comments
Tyler
1/27/2020 10:34:07 am
Always a great refresher on the difference between those 2 important words. Great examples and tips on how to best serve all the students here at Decorah!
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Kathy
4/21/2020 10:12:48 am
Great job at explaining the differences Sarah! I especially liked your visual aid that you included.
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4/24/2020 12:13:25 pm
This is an awesome explanation and reminder of what those terms mean regarding a student. All teachers working with special ed students need to be aware of what they mean, as do parents who are trying to navigate an IEP. I have been in many special ed meetings for my daughter that I had to stop and think what certain terms meant that were being talked about. We get so used to using these terms, we sometimes forget people don't all speak "special ed" language!
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Paul
4/27/2020 10:20:41 pm
Great read Sarah, having an IEP myself and receiving accommodations in college for tests and writing assignments was a great tool for me that didn't make assignments easier, but it allowed me to do a more complete job. It also taught me that I had to advocate for myself because teachers don't always realize that certain students should be receiving accommodations. I try to help students understand that advocating for your own needs is very important.
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Mary Winger
5/15/2020 02:32:51 pm
Thanks for clarifying the difference between accommodations and modifications. This is a great help!
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