IEP Accommodations vs IEP Modification: From The Intentional IEP

 Article from:
support@theintentionaliep.com

"No matter what your student needs, it is important that the general education teachers and specials teachers are aware of any accommodations or modifications that need to take place for the student...This is the best way to set our students up for success!"

IEP Accommodations VS IEP Modifications

• Stephanie DeLussey
  
• May 1, 2020

 

IEP Accommodations VS. IEP Modification 

 

Accommodations vs modifications. They are two words that are frequently tossed around the world of special education, and sometimes used interchangeably. However, it is important that we differentiate between the two terms, because they mean two very different things!

Legally, we need to use the correct terminology on IEPs and other documents, so let’s take a look at the difference between these two types of services.

Accommodations

Classroom accommodations are things that are used in the classroom in order for a student with special needs to be able to access the general education curriculum. Accommodations do not change the content, vigor, standards, or grade level of the material that is being accessed. Accommodations are intended to be supports for students so they can understand the material being taught, and enable students with IEPs to remain in the general education classroom, learning the same things as their non-disabled peers.

Not sure what accommodations or modifications are?  Or what type may be appropriate?  Check out this brochure you can grab when you become a member of The Intentional IEP.

Examples of accommodations include, but are not limited to:

• Preferential seating for students with hearing or vision impairments, or students with ADHD in order for them to focus better
• Scheduled breaks for students with ADHD
• A word bank, an editing checklist, or sentence starters for writing for students with disabilities in language or writing.
• Chunking reading texts so the amount to be read isn’t so overwhelming- NOT reducing the amount of text to be read!
• Allowing the use of math manipulatives or number charts/lines, whenever computation isn’t the skill being assessed. For example, allowing a student to use counting bears to complete two-step word problems involving multiplication or division. A non-example of this would be allowing a student to use a multiplication chart on a multiplication assessment.
• Allowing the student to ask for selected sections of text to be read aloud.
• A scribing accommodation or speech-to-text for a student with a physical disability or vision impairment.

Check out this snippet from a live training in The Intentional IEP about clarifying accommodations and modifications.

If you’re looking for more specifics on IEP like general education collaboration, functional behavior assessments, and AAC  – you’re in the right place!  Click the image to check it out!

Modifications

Modifications change the content, vigor, standards, of grade level of the general education curriculum. The decision to make modifications to the general education curriculum is not a decision to be taken lightly. Choosing to modify the curriculum or assessments may be necessary for a student, but this also means that the student is not truly accessing the general education curriculum. Accommodations should be tried and exhausted before making the decision to modify.

Examples of modifications vary widely depending on the needs of the student and may include:

• Reducing the amount of material to be read
• Reducing the number of questions on an assessment, or reducing the number of answer choices on a multiple-choice test
• Changing written response answers to multiple choice or short answer
• Changing numbers in math. For example, having the student complete 2 by 1 digit multiplication problems when the rest of the class is doing 4 by 2 digit multiplication, or having the student add fractions with like denominators when the rest of the class is adding with unlike denominators.
• Assigning one paragraph when the other students are writing a multi-paragraph essay.
• Having the student read a summary of the text instead of the entire text that was assigned.
• Altering the curriculum so the standards are below the student’s grade level.

No matter what your student needs, it is important that the general education teachers and specials teachers are aware of any accommodations or modifications that need to take place for the student. Talk to them, and make sure that everyone is on the same page. This is the best way to set our students up for succe

 

The difference between accommodation and modifications is something we are familiar with, but often is very confusing for others.

When we are explaining these two terms to other educators and parents, we need to have an easy way that they can understand. A great way to do this is to give examples.

Accommodations change the HOW, while modifications change the WHAT.

Examples:

Accommodations - large print text, reteaching concepts, working in pairs or small groups, use of a calculator, extended time, and flexible seating.

Modifications - use of a different grading rubric, modifying the format of a test or activity, modifying the reading level, change of student expectations, and reduced complexity of an activity.

Before diving in to a IEP meeting, make sure that you take the time to explain to all present what the difference is between modifications and accommodations. https://www.theintentionaliep.com/iep-accommodations-vs.../