+Accommodations& Modifications

Elizabeth (Beth) StarkMarch 8, 2014SPED 672

+Accommodations Supports and services provided to help a student

access the general education curriculum and validly demonstrate learning

Examples: Time: extend the time to take a test, finish assignments,

learn new concepts, or complete activities Setting: quiet rooms, rooms where distractions are

minimized Level of Support: peer, paraprofessional, or teacher Assistive Technology (AT)- calculator, scribe, word

processor Sensory items Visual schedules

+Students receiving accommodations will…NOT receive grade alterations Can demonstrate that they learned the curriculum

Help maintain the least restrictive support

+Accommodation Scenario 1 My students are in grades 10-12 in a general

education setting. They are learning about World War II in their history class. One student has ADHD and reads at a second grade level. I am having them complete mini reports on the leaders. They must find information, write, and draw pictures.

What accommodations can be made to support this student? Use AT such as a word processor or scribe Allow more time to complete the project Have them work with a peer Have the students work on the project in a quiet

space

+Accommodation Scenario 2 The students are in the sixth grade in a general

education setting. The students are expected to write compare and contrast essays, on their favorite holidays. The students are required to use a Venn diagram to form their ideas, use the information to write four paragraphs, and type it using correct formatting. Bob has Cerebral palsy and reads/writes at a third grade level.

What accommodations can be made to support this student? Use AT such as a word processor or text-to-speech Allow more time to complete the topic Have the teacher give additional supports (outlines,

graphs, word lists, sentence starters)

+Modifications Changes made to the content and

performance expectations for individual students

Examples: Quantity: Change the number or items

the child is expected to learn/complete Output: How a student responds to

instruction multiple choice questions v. essay Open-ended questions v. yes/no options

Alternate Goals: Use GE curriculum and adapt the goal or outcome expectation

+Students receiving modifications will…See their grades affectedHave materials altered by their teacher

Have more specific outcomes for education

+Modification Scenario 1 My students are in grades 10-12 in a general education

setting. They are learning about World War II in their history class. One student has ADHD and reads at a second grade level. I am having them complete mini reports on the leaders. They must find information, write, and draw pictures.

What modifications can be made to support this student? Materials

Rewrite textbook passages, sections, or chapters Highlight important sentences or paragraphs Use a simplified textbook

Outcome Student writes fragments using AT Print picture from internet 5 instead of 10 questions to answer

+Modification Scenario 2 The students are in the sixth grade in a general education

setting. The students are expected to write compare and contrast essays, on their favorite holidays. The students are required to use a Venn diagram to form their ideas, use the information to write four paragraphs, and type it using correct formatting. Bob has Cerebral palsy and reads/writes at a third grade level.

What modifications can be made to support this student? Materials

Rewrite textbook passages, sections, or chapters Highlight important sentences or paragraphs Use a simplified textbook

Outcome Write one paragraph Venn diagram brainstorm using speech to text

+

+

+

+9 Types of Curriculum Adaptations-- Diana Browning WrightType Example1. Quantity Reduce the number of math problems. Add more

practice activities and worksheets. 2. Time Increase or decrease time to complete tasks3. Level of Support

Prompt using physical space and environmental structure. Use peer buddies, paraprofessional, and tutors. Teach the peers how to provide support.

4. Input Change the way instruction is presented to the students: enlarge text, make handouts, do hands-on activities.

5. Difficulty Alter the rules on how to complete the work: use calculators and receive simplified directions.

6. Output Change how the student responds. Allow verbal responses and ability to show knowledge hands-on.

7. Participation Have the students respond chorally. Have the student be your helper or lead a group.

8. Alternate Goals

Adapt the goals or outcome expectations but use the same materials.

9. Functional Curriculum

Receive different instruction and materials to meet a learner’s individual goals. During a math lesson teach a student how to wash their hands.

+Misconceptions about LD “If the student just tried harder he could do the work.”

A students effort can’t make him understand a concept or complete an activity

Use modifications and accommodations to make content more accessible.

“General Education is not the place for this student. He is just not reading at the level of the other student.” Use modifications and accommodations to make content

more accessible. Students may be able to understand the content with

supports Students must receive their LRE by law

+NoncomplianceWhat if there is noncompliance? If the report includes corrective actions, the CDE may

require the school district or public agency to:1. Convene a new IEP meeting2. Conduct further assessments3. Submit plans outlining proposals to correct

violations and prevent future ones4. Initiate personnel training in the areas of

violations5. Provide compensatory education or

reimbursement6. Review and revise procedures and practices7. Participate in monitoring and reporting activities

+Consequences of Noncompliance What does noncompliance with Section 504 mean?

A school district is out of compliance when it is violating any provision of the Section 504 statute or regulations. What sanctions can OCR impose on a school

district that is out of compliance?

OCR initially attempts to bring the school district into voluntary compliance through negotiation of a corrective action agreement. If OCR is unable to achieve voluntary compliance, OCR will initiate enforcement action. OCR may: (1) initiate administrative proceedings to terminate Department of Education financial assistance to the recipient; or (2) refer the case to the Department of Justice for judicial proceedings

* Office of Civil Rights (OCR), Special Education and Rehabilitative Services (OSERS)

+Consequences of Noncompliance Continued Who has ultimate authority to enforce Section

504?

In the educational context, OCR has been given administrative authority to enforce Section 504. Section 504 is a Federal statute that may be enforced through the Department's administrative process or through the Federal court system. In addition, a person may at any time file a private lawsuit against a school district.  The Section 504 regulations do not contain a requirement that a person file a complaint with OCR and exhaust his or her administrative remedies before filing a private lawsuit.

+10 Keys to Successful Co-Teaching

Both teachers… 1. Teach.2. Are in the room.3. Names are on the class list.4. Attend Open House.5. Volunteered.6. Have equal status.7. Invest time in the process.8. Are flexible9. Commit to planning collaboratively.10. Focus on the positive.

+Collaboration: Advantages for ALL students

1. More time spent working cooperatively, learning content, and understanding students with different abilities.

2. Strong emphasis on learning skills, organizational responsibility and preparedness.

3. Diverse learning techniques and teaching techniques available.

4. More contact time with teachers for school and personal issues.

5. Unique learning need met to the greatest extent possible.6. Improved self-esteem.7. Opportunities for leadership and growth within the least

restrictive environment.8. Less fear of failure due to successful experiences.9. Enhanced sense or responsibility.10. Better/more meaningful grades.

+Collaboration: Advantages for the General Educator 1. Learning opportunities to reach ALL students.2. More time to focus on content and less on individual

problems.3. With help of a special educator, meet the needs of

individual student learning styles.4. More time to learn, share, and use learning strategies.5. 2 times the opportunity to assist students.6. Background info on special education students is

provided.7. Assistance for ALL students.8. Support for students who need organizational

strategies.9. Peer pressure for appropriate behavior, which

decreases negative behavior.10. Professional growth.

+Collaboration: Advantages for the Education Specialist1. Time effective2. Teach with a content area expert and learn GE classroom

expectations.3. Spend more time and energy in assisting students to

develop motivation, effort, and responsibility for their own learning.

4. Have more opportunities to use learning strategies within content areas.

5. “Reality check” for student goals in a GE setting.6. Partnership with a colleague in support of student IEP goals.7. Reward of witnessing students’ success.8. Improved student behavior. 9. Mutual learning and appreciation for each other’s expertise.10. Professional growth.

+Collaboration Implementation: Phase 1 General Education Teacher

RolesEducation Specialist Teacher Roles

Implements accommodations & modifications

Provides classroom materials as needed for accommodations & modifications

Develops and paces lesson plans based on California Common Core Standards

Monitors instruction given by GE teacher to student with specific learning disability (SLD)

Oversees the instructional process in the classroom

Responsible for test accommodations and/or modifications

Informs Education Specialist of upcoming lesson content

Primary responsibility is students with SLD but supports all students.

Meets with Edu. Specialist on a consistent basis

Meets with GE teacher on a consistent basisProvides input on grading.

+Collaboration Implementation: Phase 2 General Education Teacher

RolesEducation Specialist Teacher Roles

Writes lesson plans and shares with Edu. Specialist.

Plans with GE teacher is designing modifications, providing accommodations, and instructional delivery of content.

Shares formal instruction with Edu. Specialist teacher a minimum of once a week

Reviews tests with GE teacher to design modifications

Shares informal instruction for all students on a daily basis

Constructs classroom visuals

Cues students to use strategies learned from Edu. Specialist

Assists with classroom managementProvides instruction in strategies and use of cues in GE classroomDevelops and implements supplementary and supportive learning activities

+Collaboration Implementation: Phase 3

General Education Teacher /Education Specialist Teacher

Jointly plan and deliver instruction with responsibilities shifting between teachers

Monitor and assist all students in the classroomShare ownership of classroomPlan on a regular basis to ensure classroom coordinationDevelop joint lesson plansShare consensus on grading/assessment proceduresEvaluate whether accommodations and/or modifications are effective

+References Barrier, H. & Dover, W. (1994). Implementing a Collaborative Teaching Model. The Inclusion

Facilitator. The Master Teacher, Inc.

Browning, D. (2005) . Nine Types of Curriculum Adaptations. Teaching & Learning 2005.

California Department of Education. Complaint Process: The special education complaint process with ffederal and state law resource links. Retrieved from http://www.cde.ca.gov/sp/se/qa/cmplntproc.asp.

Paula K. Rewriting History, and Nine Other Ways to Adapt Textbooks. Retrieved from http://www.paulakluth.com.

Mike S. (2011,April 26). Accommodations Interventions Modifications Chart: Docstoc. Retrieved from http://www.docstoc.com/docs/77998054/Accommodations-Interventions-Modifications-chart.

Melissa F. (2011, December 15). Accommodations and Modifications in Special Education: Friendship circle. Retrieved from http://www.friendshipcircle.org/blog/2011/12/15/accommodations-and-modifications-in-special-education/.

U.S. Department of Education. OCR. Protecting Students with Disabilities: Frequently Asked Questions About Section 504 and the Education of Children with Disabilities. Retrieved from http://www2.ed.gov/about/offices/list/ocr/504faq.html.