You are on page 1of 2

Modifications and Accommodations

Quantity
1. Reduce the number of social studies terms a learner must learn
at any time.
2. Select fewer comprehension questions for students to complete.
3. Reduce the number of slides the student must draw.
Time
1. Individualize a timeline for completing a task; pace learning
differently (increase or decrease) for some learners.
2. Send the story home several days early; ask parents to read
with their child and discuss comprehension questions.
3. The microscope can be placed at a learning center for additional
practice during the day.
Level of Support
1. Assign peer buddies, co-teachers, volunteers, teaching
assistants, tutors, etc.
2. Pair students and allow them to take turns answering and writing
answers to the questions.
3. Group members can use hand overhand to assist the student in
drawing the slides.
Input
1. Use different visual aids, plan concrete examples, and provide
hands-on activities, place students in cooperative groups.
2. The teacher can read the questions and discuss them before
asking students to write answers.
3. Ask team members to provide additional directions and
information to assist the student.
Difficulty
1. Allow the use of a calculator to figure math problems; simplify
task directions; change rules to accommodate learner needs.
2. Provide the students with questions that ask for factual answers
only or that require only short answers.
3. Expect the student to complete less detailed drawings. After
looking at the microscope, trace pre-drawn pictures of the slides.
Output
1. Instead of answering questions in writing, allow verbal
responses, projects, or demonstration of knowledge with handson materials.
2. Permit the student to draw a picture and write a sentence that
shows story comprehension.

3. Allow the student to tell a peer what they see instead of drawing
a picture.
Participation
1. In geography, have a student hold the globe and mark locations
others have pointed out.
2. Involve the student in listening to the group discussion but do
not require written comprehension questions.
3. The student can assist in passing materials to the group.
Alternate Goals
1. In social studies, expect a student to be able to locate just the
states while others learn to locate capitals as well.
2. Change goal to listening for enjoymentdo not require
comprehension questions.
3. Focus on remaining with the cooperative group and using an
appropriate voice level for the project.
Substitute Curriculum
1. During a language test one student is learning computer skills in
the computer lab.
2. Have the student find the date and time of favorite TV shows
using the TV guide.
3. During the lesson the student may be in the community learning
functional skills with a job coach.

You might also like