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Strategies for Learning Accommodations

This document outlines modifications and accommodations that can be made for students including: 1) Adapting the size, time, output, level of support, degree of participation, goals, input, difficulty, and curriculum based on a student's needs. 2) Examples include allowing more time to complete tasks, reducing the amount of information, using alternative methods for responses like verbal instead of written, and providing additional support or assistance. 3) The purpose is to help students learn concepts and meet objectives while considering individual abilities and disabilities. Accommodations are determined by committees and tailored to individual students.

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79 views1 page

Strategies for Learning Accommodations

This document outlines modifications and accommodations that can be made for students including: 1) Adapting the size, time, output, level of support, degree of participation, goals, input, difficulty, and curriculum based on a student's needs. 2) Examples include allowing more time to complete tasks, reducing the amount of information, using alternative methods for responses like verbal instead of written, and providing additional support or assistance. 3) The purpose is to help students learn concepts and meet objectives while considering individual abilities and disabilities. Accommodations are determined by committees and tailored to individual students.

Uploaded by

api-298977167
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Modifications and Accommodations

Size

Adapt the number


of times 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

Time

Output

Adapt how the


learner can
respond to the
instruction
Does everything
need to be pencil
and paper tasks?
Instead of
answering
questions in
writing use verbal
techniques,

Level of
Support

Degree of
Participation

Designed for a
student with
severe disability
Adapt the extent to
which a learner is
actively involved in
the task
Adapt the level of
participation
expected during a

Adapt the time


allotted and
allowed for
learning, task
completion, or
testing
Allow a longer
period of time for
the student to
learn the concepts
Consider the
objectivehow

Increases the
amount of personal
assistance with a
specific learner
Provide instruction
in a manner that
can become
independently
supported as
necessary

Alternate
Goals

Designed for a
student with
severe disability
Adapt goals,
objectives, or
outcome
expectations while
using the same
materials as the
rest of the class

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

Difficulty

Adapt the skill


level, problem
type, or the rules
on how the
students may
approach the
assignment
Not watering
down, but
examining abilities
and disabilities and
making the

Substitute
Curriculum

Designed for a
student with a
severe disability
Provide different
instruction and
materials to meet a
learners individual
goals. This decision
is made by the ARD
and should be
planned by the

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