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Accommodations vs Modifications (Types of Accommodations (Staying Focused,…
Accommodations vs Modifications
A change to instruction or curriculum that alters either the content of that instruction or student
performance expectations.
Change the expectations for learning
Use lower-level texts with simplified versions of the content and less depth
Reduce the requirements of the task
Assign different reading
material
Test on a subset of the
covered content
Reduce assignments
A change to instructional or testing procedures or materials that allows a student to fully access the information and to accurately demonstrate knowledge
Do not change the expectations for learning
Allow typed responses as opposed to handwritten
Do not reduce the requirements of the task
Extended time on tests
Taking a test in a separate
room
• Do not change the content of instruction
Text-to-speech software
Braille materials
Types of Accommodations
Hearing information
presented orally
Visual cues
Advance organizers
Captioning on videos
Alternate formats (e.g., visual formats, printed materials)
Note-taker
Identifying key information
Advance organizers
Visual cues (e.g., color coding key information)
Auditory cues (e.g., “This is important…”)
Study guides
Understanding orally presented information
Alternate formats (e.g., written text, diagrams)
Repeated information
Advance organizers
Note-takers
Staying Focused
Visual or auditory signals or prompts
Organized materials
Reduce visual distractions (e.g., clutter)
Reduce auditory distractions (e.g., headphones, quiet time)
Clear and simple directions
Repeated or paraphrased instructions
Comprehending text
Advance organizers
Visual cues (e.g., color coding key information)
Digital text that provides definitions
Alternate formats (e.g., diagrams, pictures, hands-on activities)
Previewing vocabulary
Remembering Information
Visual cues
• Graphic organizers
• Repeated or paraphrased information
Decoding text
Audio formats (e.g., audio book)
Text-to-speech software
Human reader
Timing/Scheduling Accommodations
Processing information
Extended time to complete task (generally 1.5 to 2 times the amount typically permitted)
• Frequent breaks
• Multiple sessions to complete tests or activities
• Break large assignments into smaller tasks
Frustration and anxiety
Extended time to complete task (generally 1.5 to 2 times the amount typically permitted)
Frequent breaks
Multiple sessions to complete tests or activities
Break large assignments into smaller tasks
Timeline for completing assignment
Schedule change
Stamina (typically due to medical condition)
Extended time to complete task (generally 1.5 to 2 times the amount typically permitted)
• Frequent breaks
• Multiple sessions to complete tests or activities
• Break large assignments into smaller tasks
• Schedule change (e.g., morning when student is more alert or less fatigued; beginning of the week instead of end of the week)
Staying focused
Extended time to complete task (generally 1.5 to 2 times the amount typically permitted)
• Frequent breaks
• Multiple sessions to complete tests or activities
• Break large assignments into smaller tasks
• Timeline for completing assignment
• Time limit for completing assignment
• Device or timer to signal end of breaks