9 Accommodations/Modifications
Quantity
Reducing the number of things a student has to learn. For example, having to learn less formulas or vocabulary words
Time
Giving a student more time to do things, for example giving a student an extra week to learn a topic or letting a student do things self-paced.
Input
Change the way things are taught-- for example, using more visual or more concrete examples. Or pre-teaching a subject.
Participation
This is where you adjust the amount a student has to participate. A student might participate more or less depending on his or her needs.. A student
can hold a globe or a poster, or be a judge, or be the teachers assistant.
Difficulty
You can make the work easier by giving the student easier questions, allowing more time, or allowing notes, a word bank, or devices such as
calculators
Alternate Goals
You change the goals for the assignment, generally only when the student has a more severe disability.
For example, instead of learning to spell, the student might just have to learn to copy words.
Level of Support
Offering levels of support might include extra or personal tutoring, or having other students help the student, or special administrative programs.
Output
Here, you change how a student answers questions. For example, the student may be allowed to answer oral questions by writing down answers, or
respond verbally to written question, or show knowledge with a hands on activity.
Substitute Curriculum
This is a different curriculum individually designed for a specific student, geared to his specific disabilities.
