Ventura County Special Education Local Plan Area (SELPA) Emily Mostovoy-Luna, Assistant Superintendent
Access Accommodations Acceptance “A Winning Grade”
A G UIDE TO M ODIFICATIONS AND A CCOMMODATIONS F OR S TUDENTS E XPERIENCING D IFFICULTY IN G ENERAL E DUCATION C LASSROOMS ♦ W HAT IS THE DIFFERENCE BETWEEN “ MODIFICATIONS ” AND “ ACCOMMODATIONS ”? ♦ W HICH STUDENTS REQUIRE MODIFICATIONS AND ACCOMMODATIONS ? ♦ A S A GENERAL EDUCATION TEACHER , WHAT ARE MY RESPONSIBILITIES ?
Background
What is the difference between accommodations and modifications?
♦ Accommodations are changes to the course content, teaching strategies, standards, test preparation, location, timing, scheduling, expectations, student responses, environmental structuring and/or attributes which provide access for a student with a disability to participate in a course/standard/test which DO NOT fundamentally alter or lower the standards or expectations of the course/standard/test. ♦ Modifications are changes which DO fundamentally alter or lower the standards or expectations of the course/standard/test. Source: Miriam Kurtzig Freedman, J.D. (1999) as quoted in “Guidelines For the Promotion and Retention of Special Education Students,” California Department of Education, Special Education Division
For more information contact Yanka Ricklefs, Director, Personnel Development (805) 437-1560 yricklefs@vcoe.org Developed by the Access to the Core Committee Richard Jenkins, Moorpark Unified School District Chairperson
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General Strategies for Accommodations/Modifications
Step 1 – Break failure pattern; reduce pressure: ♦ Shorten assignments (lengthen gradually as student begins to cope): -- AR sesqiuginreevf eewryeor twh oerrdpsroobr lpeamg eosr qu es t i o n ♦ Allow extra time (particularly on tests) ♦ Provide easier materials ♦ Simplify requirements Step 2 – Build motivation and self-esteem: ♦ Use f r e q u e n t positive reinforcement: --- FNV ieonrndb- avs loe –rmb“eaStluh–pi nePgra! tt” ho“ eIr kss tinumedwpel nyy tot dou uocecohs uwol dne dl sl oha oni tud! ”l d, a “ecYkr o, nbuoi wgg osl etmdt higl aee t prui gb hl i tc! l” y -- SMeankde apqhuo incek cnaol lt eh ohmo me ed ut or ipnagrtehnet dc oa ymwp liitmh et hn et i ns tgusdteundtelni st t e n i n g ♦ Provide frequent feedback Step 3 – Modify testing procedures: ♦ Provide a written outline or review sheet or study guide ♦ Give exam orally (individually or to entire class) ♦ Type all tests or print clearly ♦ Avoid separate answer sheets ♦ Avoid long essay exams ♦ Include some recognition questions: multiple choice, matching, true-false, etc. ♦ Give shorter, more frequent tests ♦ Provide extra testing time ♦ Allow student to dictate answers ♦ Provide opportunity for projects in lieu of tests or as extra credit ♦ Test major points only ♦ Use study carrels Step 4 – Adjust grading requirements: ♦ Mark items correct, not mistakes ♦ Notice and give credit for oral participation in class ♦ Grade content areas on the basis of ideas/knowledge rather than on spelling, grammar, punctuation, etc. (or give two grades: one content and one mechanics) ♦ weakLnoeosksfor and comment on strengths and areas of improvement rather than faults and areas of ♦ Provide an opportunity to correct errors without penalty ♦ Be specific regarding specific requirements for a particular grade Step 5 – Individualize teaching strategies: ♦ Simplify or reduce complexity of directions; be specific ♦ Use student’s name or nonverbal signal to get his/her attention ♦ Provide reason for listening (tell student what to listen for) ♦ Present one concept at a time ♦ Break complex tasks into smaller steps ♦ Enhance verbal instructions by using lots of visual aids: --- DKN eioryteecwst ooernydeos vcooenrn htbaeocaatdr dp r o j e c t o r ♦ Repeat directions when necessary; ask students to repeat ♦ Ask frequent questions during oral discussion to check for understanding ♦ Increase waiting time for response to questions ♦ Space repetition over a period of time ♦ Keep classroom quiet
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♦ Provide structure; simplify student’s environment ♦ Change seat and/or move desk if needed: - - - - - I I A N I n n n w e a a f a a r r l q o y o y n u c f o i r t a e o u o t t m i f , o u r n s o n t o o c u f l m d u s e t ttnuetdrseemdn tco’ sos trc nhl ieokriecley t o d i s t r a c t ♦ Consistent format for heading, margins, etc. ♦ Use of assignment sheet or notebook ♦ Post assignments on board ♦ Specify plan for communicating with parents: -- UHnofmineiwshoerdkassignments ♦ Collect all work as soon as possible or as it is completed ♦ Post class rules/privileges and enforce consistently ♦ Reduce/simplify amount of material on a page: --- LUF aos rledgienprdappe rxei rnc at ;r fdeswt eo rc wo voerrd ps aorrt porf ot bh lee mp asg e ♦ Alternate types of activities frequently during the day: --- VSG iert ort ibunapgl ––– imqnudoiivevitindgu a l - Short – long ♦ Reward system for improved performance: -- ENnoct eo su rhaogme es,epl fr-icvoi lme gpeest ,i tsitoi cnkreartsh, egrr at hpahnoaf gpariongsrt eostsh e r s R EADING LSA kos iswpi gennr olfnee -vwreeel l rbe vbo aoo nok tk wr eopr ok rb tos o k p a g e s PPI nradoi rivvei iddderueoaapl idpzieondrgtrupenraaidtcyitni fcgoer s h a r i n g b o o k s i n a v a r i e t y o f w a y s LPC aeo nel orgruocar ogcder eoe sixmsp- epa rgoi ere tntaucnteto awr pi nopgrrdo ap ca hr t s VCG ioarmcc al eebsuwal aonrrdyd csceaonrrtdewsr oas rnf dod r/p ova ror tccsahbi enuc nkl aleri wsyt/ss cpoa mp eprr e h e n s i o n d e v e l o p m e n t
Sample Strategies by Subject Area
S PELLING RPU res oed vusi cpdeee l nleiuan msgi ebbreo rwo koo f rf rwdosom, ri d. el os. , wf f rreoormmg rcral eadaseds il lnei svg tebl o o k THU eni gadhcelhri gl rihentge sudpl aief rfl lii itcniueglst dbpeeamfrotosr neosif r(wrueongrpudrl sea dr ii tci teas b l e w o r d s ) EPP rra aas cci ett iir cc feeo wwl l ooowrr dd- uss pownwi t chooramk pfpoaurr tt esnkrei rl l s p r a c t i c e PWO rpeaeecnkt i-lceyensdwpeeodlrl didnsrgi wl lc iost hnh et areatt sca tps e r e c o r d e r IOGnipdveei nv ti- ede sunt adi len dddi icgvtaii dmo uneaa lbrl yyo aft oro dr asdl lfi oof fwri cpumrl ato cwr teioctrei dms e Teach use of reference books for poor spellers
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H ANDWRITING UUWssreei tooe ff oppnae pne cev irel rwgyri iot pht hl ae rr gl ei nr el i n e s AAE ncl l ccoeowpu trs aht ugo demeuenswte tooorf kt ca otkymep pwe duot rbekyr /hpwoa mor er edn tt poi rf f osi nct uei ssdhseonr t bd yi c st taut de se n t RPhedotuocceosptyansdomaredsasfosirgnnemaetnnetsssrather than have student copy M ATHEMATICS NUP usu etmbobof exmre usl i lnat ier pool ui ncnaddt ei pos rnko fba l cet ms cs h a r t
UCO osp ene tnoi -nf euvniesddue aud l s dce rl uoi l fel sms ht aoer eskttsse fpf oosrr i cnnaucr mor ymbi nep gru /ft aab ctoit ros rno w i n g FUP lrsaoesbhol fec mfai nrsdgfser rowmmi t uhbl oat ionpkol itcchoaetpri ioesntdu fdoer nstt uo dr ep na tr e n t s PSF hoh olodrt otpecaropapesyrs pit gornormbe vl eeenmat lss ,f fei r. weo . m,e or dbp dor oookbr l ee mv esn aot nol ny e t i m e LET oae nsa icgeher remts itami tmee rali tiami los in, t isa. eon. , ndl onuwus eme robfgecrraa fdl acecu tll sea vtdoerrli l bl so o k Circle/highlight sign so student knows operation E NGLISH /W RITTEN L ANGUAGE USB kes iegpi tnne xowtnibt roheotl keh veoarsnewtnpot era kng bec eos oa ks aa t usnt ui t doef nt th’ so ur eg ahdt i n g l e v e l GVA arl l aroydwul eas nlt lugy dt hl ee nno tfg ttaohs esdinigcnwt amrt i eet inlnot gnb agyse asr ibgsi tnl oi mt ryi eel nes tvse l AUMlnal odkwee rilmni ndoeirvei indtciuomarler sefpcoterl lywl i nsrpgi teidlnli egc dt i ownoarrdy s o f f r e q u e n t l y u s e d w o r d s TPeeearchorusceroosfsr-aegfeerteuntcoersbooks for poor spellers S CIENCE /S OCIAL S TUDIES TPT ree oax vtc hiodrSe Qwc 3oo Rur kr(sbSeou oor kvv eearyt v, siQet uuwde seo tnf i otw’ nsh, raRet aewda dii nl , l gRb eleec vci toeelv, eRr ee vd i ei nw w) h a t o r d e r PVHraaorvvyei rdceoeqnausl itirseetremnnaettnihvt oesmaf oce rtwi lvoei rst ikseospnot obl i ycbyea bauni sl diet dyt i lfmeo vre egl r a d i n g ( a s s i g n m e n t s / p r o j e c t s / r e p o r t s / t e s t s ) PDT rei vea ipcdhaer pet onstetauul mdpyroognjuieci cddt eei nfvoti ocr eessae acr inhedsu tnorifitcs kh so ra ts aasi sd isg nt omme ne mt s o r i z i n g f a c t s / l i s t s UPE rms oepv“hihdaaesnipzdhes omot noa”cj ooerpx ycp oeonrf icyeenopcut ers snwaoistt heosfatoef rne wt ahsos pus eop sposof i rabtl gienogo df a sc tt us da enndt d e t a i l s i n e a c h c h a p t e r UPT res elel vvti hei sewu saot l ur adhi dei gns htal wsi gohhfatt tei mhn epa nso erpteoadsnsst i tbcool ekn n(c feoi lpwmt sfs o,i nro vea exd ravhmaensacde , e t c . ) Provide opportunity for student to earn extra credit “Adapted from: “Handbook for Modifying the Regular Education Program to Meet the Needs of Students Achieving Below Grade Level!” Paula Cornelius-Lopez, Ph.D., 1985-1988
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Legal
Section 504 of the Rehabilitation Act of 1973 (Code of Federal Regulations (CFR) 104.33(b)(1)(i)) Raa sne dqa dus eierqrevus i ac“ tepesrl yot ova i sms it oeh ene t oni fne rde edi vgsiudol uaf ran l oonrne-s ehpdae snc idoaif lc hea adp nup dce iadct aipopenpr esa odn ndps er are rsl eao tnmesde ta. ”i d s The Individuals with Disabilities Education Act (IDEA) (PL 105-17): ♦ Ccwooi nldl teba ioenf p) Fr“eoadvsei tdraaet lde Rmf oe egr nut thl aoetf i cot hhni esl dp( …Cr oFt ogRrb) ae3m0i n0mv. 3oo 4ldv7i ef id–c a(a Ttni hod enpsI r…EoPtghrmae tsu ss ti n tehxet rgae- cnuerrrailc eudl aurc aa nt ido no tchuerrr inc ounl u- amc…a daenmd itco apcat irvt ii tciiepsa. ”t e i n ♦ i t m C i n s h F u f e a R o s c c r t c 3 hm e b 0 i s l e e 0 d s d . p i ’ 3 s b r o 4 l I o f e E 2 v h t P i - i o d s “ a e e T o n d a h r d c i e h h n t h e c r a h r e e c i s g s c l p d p u o e ’ e l r s a c d c r ( i i a f I f i e n n i c c d c d r a u e i e v c c w s i c a p d o t i o u t i m o h n a n m l s t i h i z t b o e e e i d a d l c i a c t h E t h i i i e d e o l s d u r n ’ … r c s s e a a I a l t E a n n io t P d d e n . ” d e s P a u t r c o p o h p i g m t o r e r a p a t m s c le h t ) m h e I r a E e t n i P s t ing
Case Law – Doe vs Withers (1993-West Virginia Circuit Court, Taylor County #92-C-92): Tft oehar ecr hpe efaurr seri nen ftgus stooef daa ct soc toupmdr oemvn oit ddwea itttehh et lhi ereasi rronsni onwng ’i sdt hids oias rbaaibll ii ttl eii et syst i ibnnrgot hauseg rhc elt aql seusgi rraoel odamci nt . i ohTni hs aeI gEpaPai . nr esTnt htaes haj ui l glrehyg shecedhl dtohoi anl t t fet ahavecohr e r fdoarmthaegepsa, rfoenr twahnidchawthaertdeeadch$e5r,0w0a0s.0h0eilnd preusnpitoinvseibdlaem. ages and $10,000.00 in compensatory oArc c5o0m4 mp loadnast. i oTnesa cahnedr smwo dhiof i dc aot inoontsdMo Us oS Tmbaey pbreopvei dr es odntaol lsyt ul idaebnl et sf oars dwarmi t at egne si n. t h e i r I E P s Ct hl ae sascrcooommmt eoadcaht ei or ns sa/rme roedqi fui ci raet di otnos .a tItne nt hdi sI EwPamy , eteetai cnhges rasnadr ep ai nr vt ioc li vpeadt ei ni ns de leevcet li onpg i sntgr a t e g i e s wT hhei cIhD wE Ao rrke qf ouri rtehse tmh aatn“dT hmearkeegsuel na rs ee dwui ct ha itni otnh teecaocnhteerxot fotfhteh ec hi ri lcdl a, as ss rao mo me m. b e r o f t h e I E P t e a m , t d p s h h e e e a t r e s l d l r o , e m n t t o e n i n r t e hma l… e t i i n ” o e a n x tt oieofnnst uoa pfp pap pl reopmpr oer ipnarttai ear, type aapir dot issci iat pinvadet esbeienrhvtaihcv eei osdr, eapvl r eionl got reparmmv ee mnn tt oi oodfni ftsihcaeantI diEo Psnt sor , af ott erhgseiuecpshpialondrd, t i snt hfcoel ur ds icnhgo o l (TCeFaRch3e0r0s.s3h4o6u(ldd)a)lso be a part of 504 plan teams. Further, some modifications/accommodations are great for other students who may be struggling also; don’t be afraid to try these for any student who may need them! To Summarize
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Examples of how it looks on an IEP:
Explanation of disability and how it affects progress in general curriculum -
“Jim’s difficulties in attention make it hard for him to concentrate in a large group setting. He often forgets to record assignments in his assignment notebook. He has difficulty memorizing basic information, such as math facts.” “Trevor’s deficits in the area of auditory processing detract from his ability to comprehend orally presented material and impede his participation in class and in small group discussions.” Program modifications/accommodations needed in general education -
“Jim will be allowed to use a calculator in math problem solving activities in science and social studies. Teachers will check assignment notebook daily for accuracy.” “Trevor may utilize tape recorder and/or get duplicate notes for lectures; have extra time to prepare for oral presentations; and be provided models, demonstrations, and examples.” “I’ve come to the frightening conclusion that I am THE DECISIVE ELEMENT in the classroom. My personal approach creates the climate. My daily mood makes the weather. As a teacher, I POSSESS A TREMENDOUS POWER to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, IT IS MY RESPONSE that decides whether a crisis will be escalated Or deescalated and a child humanized or dehumanized.
Haim Ginott
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