Accommodations and Modifications for Students with Disabilities

Summary

Key Points

• —Accommodations change how a student accesses information or demonstrates learning without altering the curriculum, while modifications change what is taught or expected. 0:35
• —Examples of accommodations include adjusting workload, providing extra time, adapting assignments, offering assistance, changing the physical setting, or using assistive technology. 1:17
• —Modifications might involve expecting a student to learn only a portion of the curriculum, such as identifying only the hours on a clock or working from a shorter vocabulary list. 2:45
• —Parents play a crucial role in the IEP process by observing their child's needs at home and communicating them to the IEP team. 3:06
• —The IEP team should consider a student's needs throughout the entire school day, encompassing classroom time, non-academic activities, and transportation. 3:34
• —It is essential to ensure that all accommodations and modifications are clearly documented in the IEP, including their potential impact on graduation requirements. 4:00
• —Parents are encouraged to be creative, ask questions, offer ideas, and remain actively involved in their child's education. 4:04
• —Open dialogue and clear documentation are vital for creating a high-quality IEP that supports student success. 4:09
• —Accommodations and modifications should be flexible and adjusted as a child's needs evolve over time. 5:35