Lindsay

C Jones
9 types of Modifications/Accommodations

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2.
3.
1.
2.
3.

Quantity
Adapt the # of items that the
learner is expected to
learn/complete
Allow completion of tasks is
chunks until the student has
met the objective
Adapt the amount of information
provided at one time
Input
Adapt the way instruction is
delivered to the students
Use audio/visual aids, semantic
mapping, imagery, pre reading,
etc.
TEACH IN A DIFFERENT WAY,
CHANGE YOUR BEHAVIOR!

Participation
1. Adapt the extent to which the
learner is actively involved in the
task
2. Adapt the level of participation
expected during a task
3. Stand close to learner when
asking a question to answer
aloud in front of the class

*for student with SEVERE disability

Time
1. Adapt for the time
allotted/allowed for learning,
task completion or testing
2. Allow a longer period of time for
the student to learn the concepts
3. Individual pace of the learning to
meet the needs of the student

Level of Support
1. Increase the amount of personal
assistance with a specific learner
2. Provide instruction in a manner
that can become independently
supported if necessary
3. Assign peer buddies

Difficulty
Adapt skill level, problem type, or
the rules on how the student will
approach the assignment
DO NOT water down, but
examine abilities and disabilities
and making the assignment fit
Simplify directions, provide cues,
calculator/computer
Alternate Goals
Adapt the goals while using the
same materials as the rest of the
class
Adapt outcome expectations
Adapt objectives

Output
1. Adapt HOW the learner can
respond to the instruction
2. Change up pencil/paper
answering
3. Change to project answers, game
answers, and hands on tasks for
evaluation

1.
2.
3.
1.
2.
3.

*for student with SEVERE disability

Substitute Curriculum
1. Provide different instruction
material to meet the individual
goal

THIS IS A DECISION MADE BY THE
ARD AND BY THE COMMITTEE

*for student with SEVERE disability