Understanding Accommodations and Modifications
When it comes to supporting students with disabilities, the key to their success often lies in providing appropriate accommodations and modifications. These adjustments are tailored to address the unique needs of each individual student, ensuring they can access the curriculum and fully participate in the school environment.
Accommodations are changes that help a student overcome or work around their disability, without altering the core of what is being taught. For example, allowing a student with difficulty writing to give their answers orally. The student is still expected to learn the same material, but they can demonstrate their knowledge in a way that suits their needs.
Modifications, on the hand, involve changes to the content, methodology, or delivery of instruction. This could mean simplifying assignments, using textbooks at a lower reading level, or breaking down tasks into smaller steps. Modifications are intended to help the student access the curriculum when the standard approach does not meet their needs.
It’s important to note that both accommodations and modifications are meant to support student learning and are not a way to “water down” the curriculum. They are essential tools for ensuring students with disabilities can fully engage in their education.
Adapting Instruction to Meet Individual Needs
One of the core principles of special education is the concept of “specially designed instruction.” This means adapting the content, methodology, or delivery of teaching to address the unique needs of a student with a disability. The goal is to ensure the student can access the general curriculum and meet the educational standards expected of all students.
Here’s an example of how this might look in practice:
Jack is an 8th-grade student with learning disabilities in reading and writing. To support his success, the following accommodations and modifications are put in place:
- Shorter reading and writing assignments
- Textbooks and materials at his independent reading level (4th grade), rather than the 8th-grade curriculum
- Test questions read aloud and explained, upon request
- Allowing Jack to give answers to essay-style questions verbally, instead of writing them down
These adjustments address Jack’s specific needs, while still ensuring he is engaged with the 8th-grade content and curriculum. The goal is to provide him with the support he needs to thrive, rather than excluding him from the general education classroom.
Accommodations and modifications can be made in a variety of areas, including:
Scheduling:
– Allowing extra time to complete assignments or tests
– Breaking up testing over multiple sessions
Setting:
– Working in a small group
– One-on-one instruction with the teacher
Materials:
– Providing audio recordings of lectures or books
– Using large print, Braille, or digital text
Instruction:
– Simplifying or reducing the difficulty of assignments
– Incorporating peer tutors or student helpers
Student Response:
– Accepting verbal answers instead of written work
– Allowing the use of word processors, communication devices, or sign language
The key is to work closely with the student, their family, and the school’s special education team to identify the specific supports that will help the student succeed. By adapting the instruction and environment to meet their needs, we can empower students with disabilities to actively participate and learn alongside their peers.
Related Services: Expanding the Support Network
In addition to adaptations made to the curriculum and instruction, the Individuals with Disabilities Education Act (IDEA) also provides for “related services” to support students with disabilities. These are developmental, corrective, and other supportive services that are necessary for a student to benefit from their special education program.
Some examples of related services include:
- Speech-language pathology and audiology services
- Psychological services
- Physical and occupational therapy
- Counseling services
- Orientation and mobility services
- School health services and school nurse services
The IEP (Individualized Education Program) team, which includes the parents, determines which related services a student needs and includes them in the child’s educational plan. These services are not just for the student – they can also benefit the school staff who work with the student, providing them with the necessary training and support to effectively meet the child’s needs.
Supplementary Aids and Services: Empowering Inclusion
One of the most powerful types of support for students with disabilities are the “supplementary aids and services” that enable them to be educated alongside their non-disabled peers to the maximum extent appropriate. These additional services and supports go beyond special education and related services, and can include:
- Adapted equipment, such as special seating or communication devices
- Assistive technology, like word processors or specialized software
- Training for staff, students, and/or parents
- Peer tutors or one-on-one aides
- Adapted materials, such as books on tape or large print
The IEP team collaborates to identify the specific supplementary aids and services that will allow the student to fully participate in the school environment and access the general curriculum. By providing these targeted supports, we can empower students with disabilities to learn alongside their peers and actively engage in all aspects of school life.
Ensuring Access to Assessments
IDEA also requires that students with disabilities be included in state and district-wide assessments, with the appropriate accommodations and modifications in place. This helps ensure they have the opportunity to demonstrate their knowledge and skills, even if the standard testing format does not suit their needs.
The IEP team determines the specific accommodations and modifications a student requires to participate in assessments. This could include:
- Having test questions read aloud or explained
- Allowing verbal responses instead of written
- Giving extended time or breaking the test into shorter sessions
In some cases, the IEP team may determine that a particular assessment is not appropriate for a student, even with accommodations. In these instances, the team will specify an alternate assessment method that better aligns with the student’s abilities and learning needs.
By providing the necessary supports, we can empower students with disabilities to actively participate in the assessment process and have their progress and achievements accurately measured.
Creating a Supportive Environment for All
At the heart of supporting students with disabilities is the principle of inclusion – the belief that every student deserves to be fully integrated into the general education environment, to the maximum extent appropriate. This means that even students with significant needs should not be automatically excluded from the regular classroom.
IDEA emphasizes that a student can only be removed from the general education setting if their needs cannot be adequately addressed there, even with the use of accommodations, modifications, and supplementary aids and services. The IEP team must carefully consider all options to ensure the student is educated alongside their non-disabled peers as much as possible.
By prioritizing inclusion and providing the necessary supports, we create an environment where all students, regardless of their abilities, can learn, grow, and thrive. The wealth of experience and expertise within the special education field is an invaluable resource in this endeavor, helping us to continuously improve our practices and ensure every student’s unique needs are met.
As we work to address the diverse needs of our student population, let us remember the power of adaptations, accommodations, and a collaborative, inclusive approach. When we come together as a community to support one another, we create an educational experience that empowers all students to reach their full potential.
For more information and resources on supporting students with disabilities, we encourage you to visit the Stanley Park High School website or reach out to our special education team. Together, we can ensure every student has the opportunity to succeed.
