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Quanity Time Level of Support: Modifications/Accommodations

Modifications and accommodations can be made in several areas to support students with different needs, including time, level of support, input, difficulty, output, participation, alternative goals, and substituting curriculum. Examples include giving a dyslexic learner more time to take a test, simplifying assignments, allowing verbal or private responses, reducing the number of assignment questions, and adapting goals or instructional materials based on a student's individual abilities.

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23 views

Quanity Time Level of Support: Modifications/Accommodations

Modifications and accommodations can be made in several areas to support students with different needs, including time, level of support, input, difficulty, output, participation, alternative goals, and substituting curriculum. Examples include giving a dyslexic learner more time to take a test, simplifying assignments, allowing verbal or private responses, reducing the number of assignment questions, and adapting goals or instructional materials based on a student's individual abilities.

Uploaded by

api-280764430
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
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Modifications/Accommodations

QUANITY

TIME

LEVEL OF SUPPORT

Adapt the time allotted for learning,


task completion, or testing.
Give more time to a dyslexic
learner to take a test.
Allow student to finish assignment
at home.
Give GT student less time between
assignments

Increase the amount of personal


assistance to keep student on task.

INPUT

DIFFICULTY

OUTPUT

Adapt the way instruction is


delivered.
Visual Aids (large print)
Hands on activities
Read instructions out loud

Adapt the skill level, problem type,


or rules on how the learner may
approach the work.
Allow technology key pads
calculators.
Simplify assignments

Adapt how the student can respond to


instruction.
Allow student to respond verbally.
Allow student to respond privately
Create projects that let student
demonstrate skill with hands on
approach.

PARTICIPATION

ALTERNATE GOALS

SUBSTITUTE CURRICULUM

Adapt the extent to which a learner


is actively involved in the task.
Give student an important but
simple task. Leading the lunch line.
Point to the beginning of a time line.

Adapt goals or outcome while using


the same materials. This is for
moderate to severe disabilities.

Provide different instruction and


materials to meet learners individual
goals. This is for students with
moderate to severe disabilities.

Adapt the number of items that the


learner is expected to learn.
Reduce questions on assignments.
Reduce questions on tests.
Add more practice assignments

Expect student to count to ten while


peers are expected to count to 100.

Assign student an Instructional aid


Peer Buddy
Tutoring

During reading instruction the student


learns how to brush their teeth.
Older students may learn to wash dishes
or prepare meals.

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