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Modification

This document outlines modifications and accommodations that can be made to size, level of support, degree of participation, time, input, output, difficulty, goals, and curriculum for students with disabilities. Some examples given are adapting the amount of information provided at once, increasing personal assistance, allowing more time for tasks, using alternative methods for delivering instruction and evaluating learning, simplifying directions, and providing substitute curriculum as determined by an ARD committee. The purpose is to adapt various aspects of instruction to meet individual student needs and abilities.

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42 views

Modification

This document outlines modifications and accommodations that can be made to size, level of support, degree of participation, time, input, output, difficulty, goals, and curriculum for students with disabilities. Some examples given are adapting the amount of information provided at once, increasing personal assistance, allowing more time for tasks, using alternative methods for delivering instruction and evaluating learning, simplifying directions, and providing substitute curriculum as determined by an ARD committee. The purpose is to adapt various aspects of instruction to meet individual student needs and abilities.

Uploaded by

api-291004959
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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SIZE

Adapt the number of times that


the learner is expected to learn or
complete.
Allow the completion of tasks in
chunks until the student has met
the objective.
Adapt the amount of information
provided at one time.

LEVEL OF SUPOPRT
Increases the amount of
personal assistance with a
specific learner.
Provide instruction in a
manner that can become
independently supported
as necessary.
Assign peer buddies,
teaching assistants, or
tutors.

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

TIME
Adapt the time allotted and
allowed for learning, task
completion, or task.
Allow a longer period of time for
the student to learn the concepts.
Individual the pace of the
learning to meet the needs of the
student.

INPUT
Adapt the way instruction is
delivered to the student.
Use audio and visual aids,
semantic mapping, guided imagery,
concrete examples, hands on
activities, or place students in
cooperative groups.

MODIFICATIONS
AND
ACCOMMODATIONS
ALTERNATE GOALS
Designed for a student with a
severe disability.
Adapt goals, objectives, or
outcome expectations while using
the same materials as the rest of
the class.

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, projects, games,
portfolios, hands on tasks for
evaluation of learning.

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
assignment fit.
Simplify directions,
provide cues.

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

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