modified homework special education

Tuesday, October 28, 2014

Examples of modified assignments for students with special needs.

6 comments:

Thanks for this post. I will be sharing with my daughter's teachers.

Yes yes yes! More more please... are there other links you suggest for MORE examples! Other websites or blogs??? this is a large need for school teams. THANKS

How Do you know when your modification/adaptation is too much vs just right for a student?

You can use the IEP goals to help you decide how to modify the work.

http://teachingtoinspire.com/2013/01/differentiating-math-assessments-made.html

Very nice article. (Middle School Math/Science) I've cut sheets in half, had some students do 5 problems in a section first then go back and do more if they can, 2 day testing as opposed to one day tests, cut homework in half, created guided notes, handouts, allowed word bank usage, open book quizzes, use of notes/guides during classwork, station time etc, had them work in pairs, use as many visuals as possible, color coded formulas and the numbers we inserted into formulas, created tiered lessons.... easier level problems leading up to harder problems, calculator usage..... the list can go on. Thank you so much for the article.

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Solutions for Social Emotional Learning & Executive Functioning

How to Modify for Special Education

November 12, 2016 by pathway2success 10 Comments

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How to modify for special education students in the classroom

Supporting kids with special needs works best when both regular education and special education staff work together. That’s why it is helpful for all teachers to understand how they can modify and accommodate for students in their classrooms. For newer teachers, learning that you need to modify work for kids of various levels can be a bit overwhelming. Even teacher who are highly experienced might struggle with how much to modify. It’s really a balance because you are constantly trying to find out what is “just tough enough” to push your students, with it still being at an appropriate level that can help them grow. Too easy and the work doesn’t really challenge them. Too difficult and kids might shut down, causing them to not learn anything at all. It’s okay (and actually good) to fine-tune your level of modifications over time.

Most importantly, if a child requires a modification according to their IEP, the teacher needs to provide it. The IEP is a legal document and those modifications and accommodations were agreed upon the child’s planning team. Some modifications are specifically listed, such as having a word bank or being able to use a calculator. Other times, modifications are left up to the discretion of the teacher. If there is something you are unsure about in the child’s list of modifications, talk to the spec

ial education teacher and get further clarification.

It's okay to fine-tune your level of modification as the year goes on.

Here is a quick reference list for some ideas to pull from when you need to modify for a child’s assessment, homework, or other assignment:

Reduce the Workload:

Assign even or odd problems only – This is a great strategy for homework. It’s simple and quick for the teacher, but still gives the child similar practice to everyone else.
Select specific problems and omit extra ones
Give 1 essay question instead of 3 or 4
Give choice – Let the student select 10 problems to do or let them pick whether to do the front or back of a worksheet. This will help with motivation, too, since the child sees they have a choice in the assignment.
Put fewer problems on each page – This will be less visually distracting.
For matching, reduce the number of items to match or break them in half
Reduce the number of multiple choices – There will be less to select from. For example, if everyone else has a quiz with 4 possible multiple choice answers, your student might only have 2 or 3 options to choose from.
Eliminate true or false questions – These questions can be extremely tricky, especially for kids with language-based disorders.

Modify the Content:

Give a similar but different assignment with lower grade level material in area of weakness (math, reading, or writing) – For example: if the topic is computing with fractions, the student might be drawing fraction pictures. This will also help you target the “most important” concepts for the child to learn at the time.
Provide an alternative assignment – This can be a research project, hands-on project, lab experiment, or making a poster to show understanding of a topic.
Align student interest to the content – For example, you might focus on reading strategies while learning about trains.

Provide Supports:

Give a word bank for fill in the blank or when writing an essay
Allow students to type or orally report their responses
Give a specific list for steps to complete a task
Provide concept cards with an assignment
Allow the student to use their book or notes
Provide specific examples
Highlight tricky or key words in questions
Allow extra time
Allow student to work in quieter setting
Allow calculators
Allow for brainstorming prior to the assignment
Have adult read assignment to student

Learning to modify can be hard work at first. It’s best to give it a try even if you are not entirely sure it’s the right modification. Remember that you can always tweak your modifications as the year goes on. Most likely, you will need to continually reassess modifications and supports, since your students will be growing and making progress. And when in doubt, work with your special education staff to ask for feedback, support, and ideas.

If you are a special education teacher in need of a toolkit, consider the Special Education Teacher Binder . It is a huge compilation of special education resources.

Special education teacher binder by Pathway 2 Success

Materials focus on IEPs and team meetings, progress monitoring of academics and behavior, classroom materials, building a classroom community, planning, lessons, organization, and other forms to help make the life of a special education teacher a little bit easier.

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IEP Accommodations vs. Modifications: What’s the Difference?

Plus, how to provide them in the classroom.

As a teacher of students with disabilities, you’ll review their IEPs at least once each year. If you’re a general education teacher, the accommodations and modifications page is for you! An IEP is a legal document and must be implemented as written, so it’s important to know what accommodations and modifications your child has and how to administer them within your classroom.

What’s the difference between accommodations and modifications?

An accommodation affects how a student accesses material. These are provided within the general education setting and allow a student to access the general education curriculum. The expectations for what students are producing and what students are learning are the same. So, strategies that students are taught, ways students present information for assignments, and the length of time they have to complete an assignment are all modifications. If a student has accommodations, grading policies are the same as they are for the rest of the class.

A modification changes what the student is taught or expected to learn. The curriculum and learning outcomes are different when a student is provided with modifications. A modification could occur in the general education classroom, but the outcomes that students are expected to produce are not the same as their general education peers. The materials, tools, and technology are applied to help the child achieve the curriculum. Grading is appropriately adjusted to the needs of the student.

infographic-comparing-accommodations-and-modifications

Source: The Bender Bunch

What are some examples of accommodations and modifications?

Accommodations don’t change what a student learns, just how they access it. Some examples of accommodations:

Providing preferential seating (near the teacher, away from distraction)
Providing visuals alongside verbal information (writing directions on the board and stating them, for example)
Use of a calculator on math assignments
Reduced homework assignments (fewer problems assigned)
Permitting responses to be recorded into a test booklet
Allowing frequent breaks (every 10 minutes, for example)
Extend allotted time (by 60 minutes or double the time permitted for the test)

Learn more: Big List of IEP Accommodations Special Ed Teachers Should Bookmark

Modifications change what a student learns and how they’re assessed. Some examples of modifications:

Having students answer in limited choices (select from three responses) rather than completing a response on their own
Grading various aspects of an assignment. So, for some assignments, spelling or grammar doesn’t “count” in the grade.
Providing an assignment that is “leveled” to the student’s current functional level

How are a student’s accommodations and modifications decided?

Source: Centre for Teaching Excellence Blog/The University of Waterloo

Students who have an Individual Education Plan (IEP) or 504 plan will likely have accommodations. Some students who have IEPs will also have modifications. When a child is determined eligible for an IEP, the team will use the evaluation results and teacher and parent input to decide which accommodations and modifications to put in place. For example, a child whose psychological testing indicated that they have a slow processing speed may have the accommodations of extra time to work on assignments and tests, and additional wait time when asked a question. A child who is eligible for an IEP under an intellectual disability may have modifications to their work and take the state’s modified assessments.

What about 504 plans? Who decides those accommodations?

504 plans are for students who have a disability or diagnosis that impacts them in the school setting, but who do not require specially designed instruction. The accommodations provided are directly connected to the diagnosis. So, a child who has a peanut allergy will have accommodations like sitting at a peanut-free table. Or a child with a diagnosis of anxiety may be provided with a separate testing setting and the ability to ask for a break during work time. The specific accommodations are decided by the 504 team, including teachers and parents.

How do teachers implement accommodations and modifications?

At the start of each year (or when you get a new student), review the student’s IEP to make sure you know their accommodations. For example, if you have three students with preferential seating, you’ll want to make sure your seating chart reflects this. At the classroom level, it may be helpful to have a checklist that helps you ensure you are administering the accommodations that happen during instruction—things like wait time, frequent check-ins, and restating directions.

If a student has modifications, you’ll collaborate with the special education teacher to make sure the student’s work is appropriate and that their grading and testing plan is being followed.

One caveat: Accommodations and modifications are not differentiated instruction. They are individualized to each student as part of their IEP.

Read more: What Is Differentiated Instruction?

How do I grade assignments for students who have accommodations?

For a child who has accommodations, you’ll grade their assignments the same way you would any other student. The student may submit a graphic organizer or record their essay into a talk-to-text software instead of completing it on paper, but the rubric and grading criteria are the same.

What if a child does not use their accommodations?

As students develop, they may not use or need an accommodation. For example, a child with extended time allotted on tests may simply not use it. In the same way, a child may need an accommodation that’s not in their IEP—taking a test in shortened chunks, for example. A child’s accommodations can be updated at any IEP meeting. It is helpful to have data on how a child is (or is not) using an accommodation.

It’s OK if a student doesn’t use an accommodation, but as a teacher you have to offer it. So, if a child has the accommodation of a graphic organizer for writing assignments, you have to give the option of using a graphic organizer. If the student pushes it aside and writes instead, that’s OK. However, this is something to bring up in the next IEP meeting.

Have more questions about accommodations and modifications? Come talk it over with other educators in the WeAreTeachers HELPLINE group on Facebook .

Plus, read more about specially designed instruction —it’s what special education is built on..

Accommodations and modifications are standard IEP fare. Here's how to distinguish between them and how to implement them in your classroom.

Examples of IEP accommodations including proving pencil grips and extended allotted test time.

140+ IEP Accommodations Every Special Ed Teacher Should Bookmark

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Grading Students with Disabilities

Start with a purpose in mind, implement grading adaptations that work, streamline the process for individualizing grading, the future of grading adaptations.

Grading Students with Disabilities - table

Prioritize content and related assignments (Drucker & Hansen, 1982; Guskey & Bailey, 2001; Zobroski, 1981).Example: If you believe that the three experiments in your science class will cover the most important content, then the student will spend more time and receive more support on these assignments, and these assignments will count more toward his or her grade.
Base part of grade on the processes that the student uses to complete work or the effort that the student puts forth (Carpenter, 1985; Friedman & Truog, 1999; Frierson, 1975; Gersten, Vaughn, & Brengelman, 1996; Guskey & Bailey, 2001; Hendrickson & Gable, 1997; Horowitz, 1982; Munk & Bursuck, 2001a). Example 1: Base part of the grade for an essay on how well the student completed the planning organizer and edited the first draft. Example 2: Base 15 of the 100 points for a research paper on how proficiently the student used the editing functions in the word processing program, such as the spelling and grammar checker, thesaurus, and tools for making tables or graphics. Example 3: Assign 10 of the 100 points for a math word problem worksheet to the number of problems that the student attempted, with a criterion of 10 problems completed to earn 10 points.
Incorporate progress on IEP objectives into the student's grade (Cohen, 1983; Frierson, 1975).Example: If one of the student's IEP objectives is to use a specific strategy to solve word problems 85 percent of the time, assign an A for a worksheet if the student uses the strategy to complete 17 of 20 problems (85 percent).
Incorporate improvement measures into the student's grade (Bradley & Calvin, 1998; Frierson, 1975; Munk & Bursuck, 2001a; Slavin, 1980). Example 1: Base 20 percent of the student's grade in social studies on the following objective: “Tom will improve his reading comprehension by summarizing and retelling what he has read after each paragraph or section of his textbook.” Each time the teachers have Tom summarize and retell, they assign a score of 1 to 3 based on his accuracy. Then these points are added up to compute 20 percent of his report card grade. Example 2: Make an agreement that if Mary can raise her average quiz score from 60 percent to 75 percent, you will add 5 percent to allow her to earn a B . Example 3: Give 5 bonus points for each correct paragraph that the student writes beyond the three paragraphs required as part of the modified assignment. For example, if the student earned 75 points on the assignment but wrote a fourth paragraph, add 5 points to raise the score to 80 points.
Change scales or weights (Drucker & Hansen, 1982; Munk & Bursuck, 2001a). Example 1: Change the grading scale so that a student must earn 90 out of 100 points to earn an A, rather than the 93 points indicated in the schoolwide grading policy. Example 2: Change the weights assigned to tests and homework to reduce the penalty for a student who struggles with tests but performs well on homework. For example, reduce the weight of tests from 60 percent to 40 percent of the grade, and increase the weight of homework from 10 percent to 30 percent.
Pinpoints the specific expectations in reading, writing, math, and survival skills for the general education classrooms that pose the greatest challenges for the student;
Clarifies what purpose grades serve for members of the team;
Reviews the potential benefits of each type of grading adaptation and fits the adaptation to the student's needs;
Develops a written plan that describes the grading adaptations to be implemented and roles for each team member; and
Develops a procedure for monitoring the student's achievement with the grading plan.

Azwell, T., & Schmar, E. (1995). Report card on report cards: Alternatives to consider . Portsmouth, NH: Heinemann.

Bradley, D. F., & Calvin, M. P. (1998). Grading modified assignments: Equity or compromise. Teaching Exceptional Children, 21 , 24–29.

Carpenter, D. C. (1985). Grading handicapped pupils: Review and position statement. Remedial and Special Education, 6 , 54–59.

Chandler, H. N. (1983). Making the grade. Journal of Learning Disabilities, 16 , 241–242.

Cohen, S. B. (1983). Assigning report card grades to the mainstreamed child. Teaching Exceptional Children, 15 , 86–89.

Donohoe, K., & Zigmond, N. (1990). Academic grades of ninth-grade urban learning disabled students and low-achieving peers. Exceptionality, 1 , 17–27.

Drucker, H., & Hansen, B. C. (1982). Grading the mainstreamed handicapped: Issues and suggestions for the regular social studies classroom teacher. The Social Studies, 73 , 250–251.

Durm, M. W. (1993). An A is not an A is not an A : A history of grading. The Educational Forum, 57 , 294–297.

Friedman, S. J., & Truog, A. L. (1999, Summer). Evaluation of high school teachers' written grading policies. ERS Spectrum, 17 (3), 34–42.

Frierson, E. C. (1975). Grading without judgment: A classroom guide to grades and individual evaluation . Nashville, TN: EDCOA Publications.

Gersten, R., Vaughn, S., & Brengelman, S. V. (1996). Grading and academic feedback for special education students with learning difficulties. In T. R. Guskey (Ed.), Communicating student learning: 1996 yearbook of the Association for Supervision and Curriculum Development (pp. 147–157). Alexandria, VA: ASCD.

Guskey, T. R., & Bailey, J. M. (2001). Developing grading and reporting systems for student learning . Thousand Oaks, CA: Corwin Press.

Hendrickson, J., & Gable, R. A. (1997). Collaborative assessment of students with diverse needs: Equitable, accountable, and effective grading. Preventing School Failure, 41 , 159–163.

Horowitz, S. (1982). Developing a junior high school or middle school resource program. In J. H. Cohen (Ed.), Handbook of resource room teaching (pp. 139–168). Rockville, MD: Aspen Systems.

Marzano, R. J. (2000). Transforming classroom grading . Alexandria, VA: ASCD.

Munk, D. D. (2003). Solving the grading puzzle for students with disabilities . Whitefish Bay, WI: Knowledge by Design.

Munk, D. D., & Bursuck, W. D. (2001a). Preliminary findings of personalized grading plans for middle school students with disabilities. Exceptional Children, 67 , 211–234.

Munk, D. D., & Bursuck, W. D. (2001b). What report card grades should and do communicate: Perceptions of parents of secondary students with and without disabilities. Remedial and Special Education, 22 , 280–286.

Should they get an A for effort? (2003, May 11). Chicago Tribune , p. 2.

Slavin, R. E. (1980). Effects of individual learning expectations on student achievement. Journal of Educational Psychology, 72 , 520–524.

Zobroski, J. (1981). Planning for and grading LD students. Academic Therapy, 16 (4), 463–473.

Dennis D. Munk has been a contributor to Educational Leadership.

William D. Bursuck has been a contributor to Educational Leadership.

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Adaptations and Modifications for Students with Special Needs

These resources detail easy modifications to incorporate in your curriculum for students with special needs. Adjustments in classroom environment, curriculum planning, and assessment, will help you accommodate and challenge each member of your class. Appropriately modify your instruction to address diverse needs with our articles on bilingual special education, Autism, and ADD/ADHD. You'll also find great resources for implementing IEPs and creating an inclusive classroom.

Recommended Adaptations and Modifications for Students with Special Needs Resources

TEACHING RESOURCE

Teaching Students with Special Needs

Collaboration Between General and Special Education Teachers

Teaching Mathematics to Gifted Students in a Mixed-Ability Classroom

Modifying Instruction: Teaching Students with ADD

Adapting Language Arts, Social Studies, and Science for the Inclusive Classroom

Structuring Lessons for Diverse Learners -- Planning Pyramid

a strategy to support struggling readers

Repeated Reading

Planning Pyramid for Multi-Level Mathematics Instruction

Adapt Lessons to Reach All Students

Simplifying or Supplementing Existing Materials

Adapting Reading and Math Materials in the Inclusive Classroom

Key Instructional Principles to Use with English Language Learners

Writing Avoidance in Students with Autism

Strategies for Helping Autistic Students with Writing Avoidance

Teaching Children with ADD/ADHD

The Assignment Routine

LESSON PLANS

Adapting Existing Materials

Guiding Principles for Assessment Accommodations

Planning for Success: Teaching Students with ADD

Assistive Technology for Students with Mild Disabilities

Response: Math Tools

What to Include in an IEP

Structuring Lessons to Promote Learning from Materials

Bilingual Special Education

Promoting Social Development for Students with Autism

Accommodations, modifications, and alternate assessments: How they affect instruction and assessment

by: The GreatSchools Editorial Team | Updated: June 12, 2023

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Accommodations, modifications, and alternate assessments: How they affect instruction and assessment

When school staff talk about accommodations and modifications for your child with learning and/or attention problems, are you confused? What do these terms mean in a classroom? Has an alternate assessment been recommended for your child on a state- or district-wide test? What do you need to know when it comes to standardized tests used to make important decisions about your child?

What are accommodations?

Accommodations provide different ways for kids to take in information or communicate their knowledge back to you. The changes basically don’t alter or lower the standards or expectations for a subject or test. Preferred seating in the front of the class for a child with attention issues is an example of an accomodation. Through the child’s Individualized Education Program (IEP) or 504 Plan, classroom accommodations may be formally developed. In addition, some general education teachers agree informally to make accommodations for kids in their classes.

What are modifications?

Prior to the 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA 2004), the term “modifications” referred to changes in the delivery, content, or instructional level of district-wide or statewide tests for students receiving special education services. In effect, modifications resulted in lowering the expectations and standards by which these students were assessed. Beginning with IDEA 2004, the term “modification” is no longer used in relation to district-wide and statewide testing, because the federal No Child Left Behind Act (NCLB) mandates that students with specific learning disabilities be tested using the same standards as those used for non-learning disabled kids. Replacing the term “modifications” with “alternative assessment” makes more explicit the different – i.e., less complex – standards of such tests.

Implications for classroom instruction

Accommodations are adjustments to make sure kids have equal access to curriculum and a way to be successful . Accommodations to be used for classroom instruction and testing are generally defined in a student’s IEP, although this is not a required component of a student’s IEP as specified by IDEA. When using accommodations, kids with learning disabilities (LD) or Attention-Deficit/Hyperactivity Disorder (AD/HD) are expected to meet the same standards set for all kids. For example: Kids with LD can learn the same material as others in the class but in a different way. A child with delayed reading skills can participate in class discussions about a novel if she’s listened to the audio tape version of the book.

Accommodations also offer a way for kids with LD to demonstrate what they’ve learned . For example: A child with poor writing and spelling skills may use assistive technology – a tape recorder or word processor – rather then struggle with pencil and paper to do her report about a famous person in history.

Teachers can set conditions to help kids with AD/HD pay attention. For a child who’s easily distracted by background noise, an accommodation that might be offered is seating the student away from the window and heater, or close to the teacher for prompting.

Modifications , on the other hand, mean that the curriculum and/or instruction is changed quite a bit . When modifications are made, kids with disabilities are not expected to master the same academic content as others in the classroom.

A child who can’t learn the twenty-word spelling list every week may learn only ten words. This results in different standards for mastery – half the number of words as kids without a disability learn weekly.

A fifth-grade child with a severe math disability who isn’t ready to learn fractions and decimals may still be working on addition and subtraction. This means that his instructional level has changed significantly – second-, not fifth-grade instruction – from that of other kids in his classroom. So, grades do not necessarily tell parents the full story ; it’s important to find out whether your child is achieving these grades in the standard curriculum for his grade level, or in a modified curriculum.

Implications for state- and district-wide assessments

Federal law requires a student’s IEP to include a statement of accommodations required for participation in state- and district-wide assessments. Sometimes these assessments carry “ high stakes ” for students – they help decide important matters, such as whether your child goes on to the next grade level or graduates from high school with a regular diploma. Attaching student stakes to performance on state and district assessments is a state decision and is not a requirement of IDEA or NCLB. However, states are required by IDEA to issue guidelines/policy on appropriate assessment accommodations ; and test makers usually provide a list of reasonable accommodations that won’t interfere with test validity, so that they can guarantee that the test actually measures what it’s supposed to measure.

Some classroom (instructional) accommodations may not be allowed on state or district assessments, because their use would invalidate the score on the test by compromising the measurement of the target skill. For example:

If a test of reading comprehension is read aloud to a child, then it doesn’t measure his ability to understand what he reads. Instead, it tests his understanding of what he hears.
A spellchecker may be allowed to help a child who’s writing an essay. But it couldn’t be allowed on a spelling test because it would show his ability to use technology rather than how well he spells.

In general, any accommodations listed on the IEP must be delivered consistently – that is, at all times, and under all types of circumstances. However, a student’s IEP should differentiate between accommodations for instruction and accommodations for assessment–and parents should understand the different consequences of each for their child.

If a child’s Individualized Education Program (IEP) team determines that the child can’t participate in the regular state or district assessment (even with appropriate accommodations) and, therefore, will participate by taking an alternate assessment , the IEP team must develop a written statement of why the child cannot participate in the regular assessment, and why the team has determined that a particular alternate assessment is appropriate for the child. If your child is receiving special education services you should be aware of the important consequences of the child taking an assessment other than the regular assessment that all students take.

Updated January 2010

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A Guide to Specially Designed Instruction for Children

SDIs Are Where the Rubber Hits the Road

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Individual Education Plans
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Lesson Plans
Math Strategies
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The Specially Designed Instruction (SDI) section of the Individual Education Plan (IEP) is one of the most important parts of this important document. The special education teacher, along with the IEP team, determines what accommodations and modifications the student will be receiving. As a legal document, the IEP not only binds the special educator but the whole school population, as every member of the community must deal with this child. Extended test time, frequent bathroom breaks, whatever SDIs are written into the IEP must be provided by the principal, the librarian, the gym teacher, the lunchroom monitor, and the general education teacher, as well as the special education teacher. Failure to provide those accommodations and modifications can create serious legal jeopardy for the members of the school community who ignore them.

What Are SDIs?

SDIs fall into two categories: accommodations and modifications. Some people use the terms interchangeably, but legally they are not the same. Children with 504 plans will have accommodations but not modifications in their plans. Children with IEPs can have both.

Accommodations are changes in the way in which the child is treated in order to best accommodate the child's physical, cognitive, or emotional challenges. They might include:

Extended time for tests (the standard is one and a half times as long as allowed, but in most general education classrooms unlimited time is not uncommon)
Frequent test breaks
The ability to move around the classroom (especially kids with ADHD )
Bathroom breaks when needed
Special seating (for example, in front of the class or separated from peers)
A water bottle at the student's desk (some medications create dry mouth)

Modifications change the academic or curricular demands made of a child to better fit the child's ability. Modifications might include the following:

Modified homework
10 words or less on spelling tests
Scribing (the teacher or an aide writes the responses, as dictated by a child)
Separate, modified tests in content areas
Alternate forms of assessment, such as dictating, oral retelling, and portfolios

Individual Education Plan

It's good to have a conversation with other teachers as you are preparing the IEP , especially if you need to prepare that teacher to deal with Accommodations they are not going to like (such as bathroom breaks without requests). Some children have medications that make them need to urinate frequently.

Once an IEP is signed, and the IEP meeting is over, be sure every teacher who sees the child gets a copy of the IEP. It is also important that you go over the Specially Designed Instructions and discuss how they are going to be carried out. This is one place a general educator can cause him or herself some serious grief with parents. This is also a place where that same teacher can earn the trust and support of those parents.

IEP - Individual Education Program
Physical Education Adaptations for Students with Disabilities
How Scribing Is Used to Assist Children With Writing Problems
IEP - Writing an IEP
What Belongs in an Individual Education Program?
Introduction to Special Education Resource Rooms
What is an IEP? A Student Individual Program-Plan
What is Special Education?
Behavior and Classroom Management in Special Education
What Is Inclusion?
Chunking: Breaking Tasks into Manageable Parts
Curriculum Based Assessment for Children
BIP: The Behavior Intervention Plan
Supports for Special Education Students
Writing Lesson Plans in the Self-Contained Classroom
How to Write IEP Goals

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Resources for you

What You Need to Know About IEP Accommodations and Modifications

When we build strong Individualized Education Programs ( IEP s), we focus on creating layers of support at school to ensure that our child receives a free, appropriate public education (FAPE). Two important tools we can use to make this happen are accommodations and modifications. But there are some big differences between the two, and some gray areas in how they’re used. So how are they different, and why are these differences so important? We reached out to special education attorney Grace Clark, special education advocate (and owner of Know IEPs) Dr. Sarah Pelangka, BCBA-D, and Ricki Sabia, J.D., Senior Education Policy Advisor with the National Down Syndrome Congress (NDSC).

The difference between IEP accommodations and modifications

Sabia describes accommodations as “how you learn or how you show what you know, but you are using the same material to learn the same content.” For example, if a student cannot write due to a disability that affects their fine motor skills but needs to complete an essay, having a scribe would be considered an accommodation because it doesn’t change the content. An accommodation can address how a student is provided with information, how much time they’re given to complete work, how they will show content mastery, what supports they use to access content (for example, an audio version of written material), and in what settings.

On the other hand, Sabia explains, a modification is “when you change the expectations for what the student will actually learn of the grade-level content.” For example, a teacher may modify an essay-writing assignment by making it significantly shorter or about a less complex topic. “Adjusting expectations on the grade level content standards and assignments to have less breadth, depth, or complexity would be considered a modification,” Sabia says. “See Core Content Connectors as examples of modified stepping stones toward grade-level content that should be used in an individualized way based on each student’s needs and abilities.”

Simply put, an accommodation adjusts how a student learns, while a modification adjusts what they learn. Dr. Pelangka explains the difference in this clip :

Determining the difference

Let’s look at some of the gray areas. Dr. Pelangka begins with this example: “If the class is working on multiplication but a student is working on number identification through that same assignment while in class, that would be an example of a modification. They’re not working toward the same standard. An accommodation for multiplication could be masking half of the worksheet and showing them half of it at a time.”

However, offering a shorter assignment to that student can also be considered an accommodation, depending on how it’s done. For example, Dr. Pelangka tells us that a shortened math worksheet is not considered a modification as long as the student is receiving the same array of problem types and difficulties. “They’re still doing the same types of work; they’re still showing they can produce the same responses, just not as many times,” she explains.

Whether something is considered an accommodation versus a modification will depend on whether or not the student is showing mastery of the grade-level standard. For example, if the objective is to comprehend a particular novel, having a child listen to an audiobook would be considered an accommodation, and using an abridged version could be a modification. According to Dr. Pelangka, “It all comes down to this: is the student being held accountable to the same standards as the other students?”

The difference between IEP accommodations and modifications with examples

Sabia points out that how an assignment is structured can also make a difference in whether an adjustment is labeled as a modification. It’s important to have that conversation with the child’s teacher, and ask, “What is the purpose of this lesson?” For example, if the objective is to learn about the themes of a particular novel, is it necessary for the child to read the full, unabridged version if they can learn the content in another way? In this case, a parent could argue that reading a shorter version of the same novel will allow their child to meet the grade-level expectations. It is essential to think outside the box and break down the assignment to its true purpose.

You can read more about the types of accommodations that can be included in your child’s IEP in our article, Accommodations for IEPs and Section 504s .

Will accepting a modification affect my child’s assessments or placement?

According to IDEA 300.116 (e), “A child with a disability is not removed from education in age-appropriate regular classrooms solely because of needed modifications in the general education curriculum.” As Sabia explains, “The need for modifications is not a reason to separate a student from the regular education classroom.”

One vital component of IDEA is the legal requirement that a child be educated in the least restrictive environment (LRE), and that the IEP team consider what supports and services a child will need to be successful in a general education classroom. By using Core Content Connectors and Essential Understandings , a teacher can adapt materials and content using both accommodations and modifications as needed.

For Clark, this highlights the importance of students learning alongside their same-aged peers. “The purpose of a modification is really to allow a student with a disability to participate in something they wouldn’t be able to participate in otherwise,” she says. “That’s the whole point of the modification.”

Sabia adds that for LRE, “being educated in the regular education classroom is a legal presumption.” Placement should not be determined by whether a child takes the standard state assessment or an alternate state assessment to show mastery of a particular subject, because the law concerning LRE “does not tie assessment to a placement. In fact, the law says general educators, as well as special educators, should be able to administer alternate assessments.”

When students are taking high school advanced placement (AP) courses, however, modifications can become more complicated. As Dr. Pelangka points out, accommodations are allowed in college, whereas modifications are not. “Teachers sometimes confuse the two terms,” she says. “Parents come to me upset because their child’s AP teacher claims they cannot ‘accommodate’ the student’s work.” Some students who take college prep or AP courses can receive college credits for doing so; therefore, Pelangka explains, “if the content or test is modified, [the student] wouldn’t be able to receive the college credit.”

Modifications and what assessments your child should take

Dr. Pelangka says that whether a student uses modifications, and what assessments that student will take, is ultimately up to the IEP team, including the parent. Generally speaking, if a student with significant cognitive impairment meets eligibility requirements to take alternate state assessments (for California, see California Alternative Assessments ), districts are likely to recommend they do so.

Sabia says, “Having modifications by itself is not supposed to be enough to [lead to] an alternate assessment. There are more criteria than that.” These include:

Whether the child has a “significant cognitive disability,”

Whether “the student is learning content linked to (derived from) the Common Core State Standards (CCSS),” and

Whether the child requires “extensive, direct individualized methods of accessing information in alternate ways.”

It’s also important to note that being given a state’s alternate assessment does not mean that a student should be given “alternate curriculum.” This brief from the TIES Center (which Sabia co-authored) was written to help parents make sure their children are provided with meaningful access to the general education curriculum, and “addresses the myth that students with the most significant cognitive disabilities who take the state’s alternate assessment based on alternate academic achievement standards (AA-AAAS) need an alternate curriculum.” As Sabia explains, “Students must work on (participate and make progress in) the enrolled grade-level general ed curriculum — modifications, accommodations, and adapted materials are allowed — but based on individual needs and not some lock-step alternate curriculum for all students who take alternate assessments.” (She also notes that “alternate curriculum” is not a legal term.)

Sabia recommends that parents find the alternate assessment participation criteria on their state’s Department of Education website. If possible, it is a good idea to become familiar with the criteria before an IEP meeting so you have the information you need to decide whether or not your child should take an alternate assessment. (See guidance on California’s alternate assessment criteria here .)

She adds, “It’s not a given that because you have some modifications, you’re definitely [participating] in the alternate assessment. You’re supposed to check all the boxes.” However, having curriculum modifications “and the degree of modifications is certainly a factor.”

Dr. Pelangka says it’s important to remember that this decision should never be made without discussion; it is not an “if this, then that scenario.” And while state assessments help keep schools accountable and provide teachers — and parents — with a measure of a student’s progress, she reminds us that a student has the option of opting out of state testing altogether.

When should I say no to a modification?

Sabia says, “The bottom line is learning, so if a student needs curricular modifications and truly needs them to learn,” then the modification should be considered. However, it is essential to evaluate whether a modification is necessary, or if your child can succeed “with adapted materials in addition to the regular materials.” If you find that your child still needs more support, modifications can be added to their IEP later.

Can my child use modifications and still earn a high school diploma?

According to IDEA 300.160 , a state should “not preclude a student with the most significant cognitive disabilities who takes an alternate assessment aligned with alternate academic achievement standards from attempting to complete the requirements for a regular high school diploma.”

While the IDEA makes it plain that using modifications should not mean that a student is prevented from earning a diploma, it is all too often the reality. Dr. Pelangka tells us that when students are using modified curriculum in high school due to a significant cognitive impairment and are not working toward the general education standards, they will not graduate with a diploma. Dr. Pelangka believes that parents should be made aware of this as early as when their student is first referred for a modified curriculum. The earlier this referral happens, the larger the gap will be in terms of a student’s ability to access the general education curriculum. As the years progress, she reminds us in the clip below, the academics only become more rigorous.

However, she says, there are “examples of smaller-scale modifications that technically could happen in a gen ed class that wouldn’t necessarily bump a student to a certificate track . So long as the student can reflect mastery of the grade-level standards, they can access their diploma.” She adds, “Being in a general education class in and of itself doesn’t constitute being on a diploma track. Just like any other student who accesses a diploma, students have to be able to show mastery of the coursework to the level that’s required.”

According to Clark, “Vast discretion is given to school districts about what qualifies for graduation requirements, and beyond that, there are minimum requirements provided by the state. A student with an IEP gets more time (until age 22) to work toward graduation requirements, but still needs to meet the standards required by the classes that are required for a diploma.”

However, if a student has not been able to meet the standards for a course that is required for graduation, Clark says there is a workaround. “Students, along with their school, can petition for a waiver under California Education Code section 56101. For example, it could look like this: A student who had been on a modified math curriculum and was not able to pass Algebra I, despite support and remediation from their school, still receives a high school diploma after obtaining a waiver for Algebra I.” She explains that while this strategy depends on each individual student, it can be used to help students who receive modifications obtain diplomas.

Clark adds that when considering whether a child should pursue a diploma, it’s essential to weigh “the likelihood that the child can meet all the standards necessary to graduate with the benefits of working at a pace that is appropriate for them, among same-aged peers.” What is best for your child will depend on their strengths, needs, and individual goals.

How can I make sure my child is given all opportunities to work toward a diploma?

The Every Student Succeeds Act (ESSA) regulations include a provision — 200.6 (d) — which says the state must “promote, consistent with requirements under the IDEA, the involvement and progress of students with the most significant cognitive disabilities in the general education curriculum that is based on the State’s academic content standards for the grade in which the student is enrolled.” As Sabia explains, “The important piece of the ESSA provision is that they should be allowed to work toward [a diploma] and go as far as they can go — even if they don’t meet the requirements in the end, they will get a more individualized, standards-based education.” And, she adds, the ESSA regulations “have the force of law.”

For this reason, Sabia suggests making sure your child isn’t taken off the diploma track prematurely because “you just don’t know what a student is going to be able to accomplish.” She points out that states often give students with IEPs more time to graduate, and graduation requirements evolve over time . While parents should be aware of the implications of using modified curriculum in elementary and middle school, Sabia feels that high school is the best time to make diploma decisions. “The more we keep kids on grade-level content and try to find entry points for them on that, they further they’re going to go.”

Dr. Pelangka adds that if a student receives alternate report cards, it could indicate that they are not being held to grade-level standards, making it less likely for them to earn a diploma. “Just look for those little details within the IEP and ensure that your kid is being held to grade-level standards and that they are being promoted based on grade-level criteria,” she says. In this clip, Dr. Pelangka also explains that accommodations and modifications should be clearly outlined in the IEP:

When you review your child’s IEP , pay attention to the section on modifications and accommodations — you can see if your child receives a regular or alternate report card and if they meet regular district criteria for promotion. However, Dr. Pelangka reminds us that in California, every IEP template will look different depending on the SELPA (Special Education Local Plan Areas) or district.

It’s also important to note that every state has its own requirements regarding diplomas, and parents should research what classes children are required to take in high school, and what standards they need to meet. In California, students will not only need to meet state-mandated graduation requirements , but district requirements as well, which can vary from district to district.

Handling disagreements with your IEP team

Clark says that it’s a good idea to become familiar with “how to word accommodations and modifications in an IEP so the intention of the team is accurately reflected in the document.” Check out our guide to write IEP goals and these common accommodations for tips. She also reminds us that providing the needed accommodations or modifications is part of a school’s offer of FAPE. The school cannot tell a parent that they are unable to provide an accommodation or modification; they are “legally required to find the right person” who can provide the supports a student needs.

Finally, should a parent and the IEP team be unable to reach an agreement, a parent has the right to resolve disputes with the IEP team through mediation, a resolution session, due process hearings, alternative dispute resolution (ADR), or by filing a complaint with the state. (For more on this, read about what to do if your IEP isn’t being followed .)

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Examples of Accommodations & Modifications

Program accommodations and modifications are available to children who receive services under IDEA or Section 504 of the Rehabilitation Act.

General Accommodations:

Large print textbooks Textbooks for at-home use Additional time for assignments A locker with adapted lock Review of directions Review sessions Use of mnemonics Have student restate information Provision of notes or outlines Concrete examples Adaptive writing utensils Support auditory presentations with visuals Use of a study carrel Assistance in maintaining uncluttered space Weekly home-school communication tools (notebook, daily log, phone calls or email messages) Peer or scribe note-taking Space for movement or breaks Study sheets and teacher outlines Extra visual and verbal cues and prompts Lab and math sheets with highlighted instructions Graph paper to assist in organizing or lining up math problems Use of tape recorder for lectures Use of computers and calculators Books on tape Graphic organizers Quiet corner or room to calm down and relax when anxious Preferential seating Alteration of the classroom arrangement Reduction of distractions Answers to be dictated Hands-on activities Use of manipulatives No penalty for spelling errors or sloppy handwriting Follow a routine/schedule Alternate quiet and active time Teach time management skills Rest breaks Verbal and visual cues regarding directions and staying on task Agenda book and checklists Daily check-in with case manager or special education teacher Adjusted assignment timelines Visual daily schedule Varied reinforcement procedures Immediate feedback Work-in-progress check Personalized examples

Testing and Assessment Accommodations:

Answers to be dictated Frequent rest breaks Additional time Oral testing Untimed tests Choice of test format (multiple-choice, essay, true-false) Alternate ways to evaluate (projects or oral presentations instead of written tests) Accept short answers Open-book or open-note tests Read test and directions to student Provide study guides prior to tests Highlight key directions Test in alternative site Use of calculator or word processor Extra credit option Pace long-term projects Preview test procedures Simplified test wording; rephrased test questions and/or directions

General Modifications:

Allow outlining, instead of writing for an essay or major project Use of alternative books or materials on the topic being studied Computerized spell-check support Word bank of choices for answers to test questions Provision of calculator and/or number line for math tests Film or video supplements in place of reading text Reworded questions in simpler language Projects instead of written reports Highlighting important words or phrases in reading assignments Modified workload or length of assignments/tests Modified time demands Pass/no pass option Modified grades based on IEP

Behavior modifications:

Breaks between tasks Cue expected behavior Daily feedback to student Have contingency plans Use de-escalating strategies Use positive reinforcement Use proximity/touch control Use peer supports and mentoring Model expected behavior by adults Have parent sign homework Have parent sign behavior chart Set and post class rules Chart progress and maintain data

What Do Schools Owe Students With Disabilities? Feds Plan to Update Regulations

The U.S. Department of Education plans to update regulations on schools’ obligations under Section 504 of the Rehabilitation Act of 1973, a major federal law that prohibits discrimination against students with disabilities.

The announcement comes as schools’ ability to meet the needs of students with disabilities during remote learning—and to make up for any progress lost due to lapses in services—have been a major focus during the COVID-19 pandemic.

The Education Department announced its intent Friday to update the regulations, outlining the process for public comment 45 years after the regulations were first published.

“While the world has undergone enormous changes since 1977, the Department’s Section 504 regulations have remained, with few exceptions, unaltered,” Assistant Secretary for Civil Rights Catherine Lhamon said in a statement.

The agency did not specify what changes it would consider, but said in an announcement that it wanted to “strengthen and protect the rights” of students, incorporating the voices of people with disabilities in the process.

What this civil rights law requires

Section 504 is a civil rights law that requires schools to provide a free appropriate public education—or FAPE—to students with a broad range of physical, emotional, developmental, and intellectual disabilities, addressing their needs through individual plans that outline accommodations. Such accommodations could include additional time for tests, a change in classroom seating, modified homework assignments, or the use of special technologies to help students with processing issues.

Section 504 differs from the Individuals with Disabilities Education Act, under which schools create individualized education programs that outline services for students with a more narrow list of disabilities that includes dyslexia, autism, and deafness or blindness. In many cases, students with disabilities are protected by both laws.

Advocates for students with disabilities and their families have said the process of securing accommodations at school can be difficult and confusing.

They’ve also complained that schools haven’t moved quickly enough to address the need for compensatory services—services that address lost progress during lapses in accommodations—as they enter pandemic recovery.

Plans to update the Section 504 regulations came a week after the Education Department announced a resolution with Los Angeles schools after if found fault with that district’s special education offerings during the pandemic and its plans to assess the need for compensatory services as part of its recovery. That agreement heartened advocates who’ve pushed for change.

Instructions for submitting comments on changes that could be made to Section 504 regulations are here.

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PARENTING HUB

A Teacher’s Guide to 504 Plans

Dr. Roseann Capanna-Hodge

May 8, 2023

What is a 504 Plan?

A 504 plan is a legal document developed under Section 504 of the Rehabilitation Act that provides equal access to educational programs and activities for students with disabilities. The purpose of a 504 plan is to ensure that students with attention, learning, social, behavioral, or emotional issues receive accommodations that meet their individualized needs in the general education classroom.

A 504 plan is not the same as an Individualized Education Program (IEP), which is a separate legal document that provides specialized education services for students with disabilities. Instead, a 504 plan provides accommodations that allow the student to participate fully in the classroom.

Under a 504 plan, students with disabilities may receive accommodations such as preferential seating, extra time on tests and assignments, modified homework assignments, and access to assistive technology. The accommodations provided are specific to each student's needs and are developed through a collaborative process between school staff, parents, and the student. The 504 plan is a legally binding document, and schools are required to follow the accommodations outlined in the plan.

504 plans can be beneficial for students with a wide range of disabilities, including ADHD , dyslexia, anxiety, depression, and physical disabilities. By providing accommodations that address the student's individual needs, a 504 plan can help ensure that students with disabilities have the opportunity to succeed academically and fully participate in their learning environment.

How is a 504 Plan Different From an IEP?

A 504 plan and an Individualized Education Plan (IEP) are both legal documents that provide accommodations and services for students with disabilities. However, there are some key differences between the two. They differ in scope, process, and eligibility criteria.

A 504 plan is for qualified students who have a mental or physical impairment that substantially limits a major life activity, while an IEP is for students who require special education services due to a disability that affects their ability to learn in the general education classroom.

One of the main differences between a 504 plan and an IEP is the scope of the accommodations and services provided. An IEP is more comprehensive and includes a specific set of educational goals and objectives, while a 504 plan is focused on providing accommodations to ensure equal access. IEPs may include services such as speech therapy, occupational therapy, or specialized instruction, while 504 plans focus on accommodations such as preferential seating, extended time, and the use of assistive technology.

Another difference between 504 plans and IEPs is the process for developing and implementing them. While both require a team of school staff, parents, and the student to develop the plan, the process for developing an IEP is more formal and includes a comprehensive evaluation of the student's needs. Additionally, IEPs are reviewed and updated annually, while 504 plans are reviewed on a regular basis to ensure that the accommodations are still appropriate and effective.

504 vs IEP for Teachers

What students can get a 504 plan.

Any student who has a mental or physical impairment that substantially limits a major life activity, such as learning or social interaction, can be eligible for a 504 plan. “Substantially limits” is the key term here, as that disability has to impact a student at school. Examples of disabilities that may qualify for a 504 plan include ADHD, dyslexia, anxiety, depression, and physical disabilities.

To determine whether a student is eligible for a 504 plan, the school staff will evaluate the student's needs and determine whether they have a disability that substantially limits a major life activity. If the student is eligible, a team of school staff, parents, and the student will develop a 504 plan that outlines the accommodations the student will receive in the general education classroom.

The accommodations provided under a 504 plan are specific to each student's needs and are designed to ensure that the student can participate fully in the classroom. Some of the accommodations that may be provided under a 504 plan include extra time on tests and assignments, preferential seating, access to assistive technology, and modified homework assignments.

The accommodations provided will depend on the individual needs of the student and will be developed in collaboration with the student, their parents, and school staff.

It's important to note that not all students with disabilities require a 504 plan. Some students may require more specialized services, such as an Individualized Education Program (IEP), to meet their educational needs. However, for students who only require accommodations to ensure equal access in the classroom, a 504 plan can be an effective tool to support their academic success.

Common Issues That Need Accommodations

There are many reasons why students with disabilities have accommodations and here are some of the most common reasons.

Attention Deficit/Hyperactivity Disorder (ADHD)
Dyslexia and other Specific Learning Disabilities (SLDs)
Autism Spectrum Disorder (ASD)
Emotional and Behavioral Disorders (EBD)
Intellectual Disabilities (ID)
Visual or Hearing Impairments
Physical Disabilities or Health Impairments
Traumatic Brain Injury (TBI)
Anxiety Disorders
Depression and other Mood Disorders

How is a 504 Plan Made?

The process for developing a 504 plan begins with identifying a student who may be eligible for accommodations under Section 504 of the Rehabilitation Act. Any school staff member, parent or guardian may request accommodations.

Once a student is identified, the school staff will evaluate the student's needs to determine if they have a disability that substantially limits a major life activity. If the student is eligible, a team of school staff, parents, and the student will work together to develop a 504 plan.

The development of a 504 plan is a collaborative process that involves gathering information from a variety of sources . This may include teacher observations, assessments, and input from the student and their parents. A 504 plan doesn’t require a full blown battery of individually administered tests. The data can come from a variety of sources.

The team will work together to identify the student's individual needs and determine what accommodations will be most effective in meeting those needs. Once the accommodations are identified, they will be documented in a written 504 plan that is reviewed and signed by the student's parents, school staff, and the student (if appropriate).

The 504 plan is a legally binding document, and schools are required to provide the accommodations outlined in the plan to ensure that the student has equal access to educational programs and activities.

When do 504 Plans End?

504 plans are reviewed on a regular basis to ensure that the accommodations are still appropriate and effective. The frequency of the review will depend on the individual needs of the student and may be conducted annually or more frequently if needed.

504 plans will end when the student no longer requires accommodations to participate fully in the general education classroom or when the student transitions out of the school district. 504 Accommodations follow a student into college.

When a 504 plan ends, the school staff will work with the student and their parents to develop a plan for transitioning the student to the next educational setting.

It's important to note that students with disabilities who require accommodations to participate fully in the general education classroom are protected under federal laws, including the Rehabilitation Act and the Individuals with Disabilities Education Act (IDEA). Schools are required to provide accommodations to qualified students with disabilities, regardless of whether they have a 504 plan or an IEP.

What is a General Education Teacher’s Role in a 504 Plan?

General education teachers play a critical role in the development and implementation of a 504 plan. As the primary classroom teacher for the student, they have firsthand knowledge of the student's strengths and weaknesses and can provide valuable input into the accommodations that will be most effective.

In the 504 plan development process, the general education teacher may be asked to provide information about the student's academic performance, behavior, and social skills. They may also be asked to provide input into the accommodations that will be most effective in the classroom setting.

Once the 504 plan is implemented, the general education teacher is responsible for ensuring that the accommodations outlined in the plan are provided to the student. This may involve modifying assignments, providing extra time on tests, ensuring that the student has access to assistive technology or other items listed in the plan.

It's important for general education teachers to communicate regularly with the school staff responsible for implementing the 504 plan and parents to ensure that the accommodations are being provided effectively.

They may also be asked to provide regular progress updates on the student's academic and behavioral performance to the 504 plan team.

Who is Responsible for a School 504 Plan?

Responsibility for a school 504 plan falls on a team of school staff, parents, and the student (if appropriate). The team is responsible for evaluating the student's needs, developing the 504 plan, and ensuring that the accommodations outlined in the plan are provided to the student.

The team responsible for the 504 plan may include the student's general education teacher, guidance counselor, school nurse, school psychologist, and other school staff as appropriate. The team may also include outside professionals, such as doctors or therapists, who can provide input into the student's needs.

The school staff responsible for implementing the 504 plan are responsible for providing the accommodations outlined in the plan to the student. This may involve modifying assignments, providing extra time on tests, or ensuring that the student has access to assistive technology.

Regular communication is an important part of any 504 Plan, especially when it is first implemented to ensure the student’s needs are being met.

How Can a Teacher Help with 504 Plans?

Teachers play a critical role in ensuring the success of students with 504 plans. As the primary classroom teacher, they are responsible for implementing the accommodations outlined in the plan and ensuring that the student is able to participate fully in the general education classroom.

To support students with 504 plans, teachers can provide accommodations such as modified assignments, extended time on tests, and preferential seating. They can also provide regular feedback to the student and their parents on the student's academic and behavioral progress.

They can also help by learning about the clinical issues their students face. With issues such as ADHD, anxiety, mood disorders, autism and PANS/PANDAS on the rise, understanding how these issues impact the brain and behavior can help a teacher in their day-to-day management of students.

Teachers can also help to identify students who may be eligible for a 504 plan by monitoring their academic and behavioral performance and communicating concerns to the school staff responsible for the plan. They really can see what is working and what isn’t and can let the team know.

Resources for Teachers on 504 Plans

Some 504 resources that may be helpful for teachers include:

U.S. Department of Education: The U.S. Department of Education provides guidance and resources on Section 504 of the Rehabilitation Act and how it applies to students with disabilities in public schools.
National Center for Learning Disabilities: The National Center for Learning Disabilities provides information and resources for teachers on supporting students with disabilities, including information on 504 plans.
Council for Exceptional Children: The Council for Exceptional Children provides resources and professional development opportunities for teachers working with students with disabilities, including information on 504 plans.
Learning Disabilities Association of America: The Learning Disabilities Association of America provides information and resources for teachers and parents on learning disabilities and accommodations, including information on 504 plans.
State and Local Education Agencies: State and local education agencies may provide resources and support for teachers working with students with disabilities, including information on developing effective accommodations and implementing 504 plans.

In addition to these resources, teachers can also seek support from school staff responsible for developing and implementing 504 plans, such as the vice principal, guidance counselor or school psychologist.

504 plans are an important tool for supporting the academic and behavioral success of students with disabilities in the general education classroom. The development and implementation of a 504 plan is a collaborative process that involves school staff, parents, and the student. General education teachers play a critical role in supporting students with 504 plans and ensuring that the accommodations outlined in the plan are provided effectively.

There are many resources available to support teachers in understanding and implementing 504 plans for students with disabilities. These resources can provide guidance on developing effective accommodations, communicating with parents and school staff, and supporting the academic and behavioral success of students with disabilities. If a teacher is unsure about their role or how to implement these accommodations, they should seek support from school staff responsible for 504 plans.

Grab my Ultimate Guide to 504 Accommodations to get detailed 504 accommodations for the biggest issues impacting children and teens at school: attention, memory, anxiety, behavior, and more than 20 issues that impact learning, attention, and emotional functioning at school.

Dr. Rosen's comprehensive guidebook on school accommodations.

Download The Ultimate Guide to School Accommodations to Become Your Child’s Best Advocate

➡️ Get the ultimate accommodations guide that has all of “the meat and none of the potatoes” with accommodations for more than 30 common issues and conditions ➡️ The exact accommodations you need for any school meeting or letter from a seasoned school psychologist and IEP and 504 meeting veteran ➡️Come prepared with the accommodations requests that actually can help your child at school

Examples of 504 Plans

A school accommodation plan can include a variety of accommodations that can support a student in the classroom. Seeing an example of a 504 Accommodation Plan can be helpful for school personnel and parents too.

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If you are a business or organization that needs proactive guidance to support employee mental health or an organization looking for a brand representative, check out Dr. Roseann’s media page and professional speaking page to see how we can work together.

Dr. Roseann is a Children’s Mental Health Expert and Therapist who has been featured in/on hundreds of media outlets including, CBS, NBC, FOX News, PIX11 NYC, The New York Times, The Washington Post,, Business Insider, USA Today, CNET, Marth Stewart, and PARENTS. FORBES called her, “A thought leader in children’s mental health.”

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She is the founder and director of The Global Institute of Children’s Mental Health and Dr. Roseann Capanna-Hodge. Dr. Roseann is a Board Certified Neurofeedback (BCN) Practitioner, a Board Member of the Northeast Region Biofeedback Society (NRBS), Certified Integrative Medicine Mental Health Provider (CMHIMP) and an Amen Clinic Certified Brain Health Coach. She is also a member of The International Lyme Disease and Associated Disease Society (ILADS), The American Psychological Association (APA), Anxiety and Depression Association of America (ADAA) National Association of School Psychologists (NASP), International OCD Foundation (IOCDF) International Society for Neurofeedback and Research (ISNR) and The Association of Applied Psychophysiology and Biofeedback (AAPB).

Disclaimer: This article is not intended to give health advice and it is recommended to consult with a physician before beginning any new wellness regime. *The effectiveness of diagnosis and treatment vary by patient and condition. Dr. Roseann Capanna-Hodge, LLC does not guarantee certain results.

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Examples of Modified Assignments for Students with Special Needs
Here are some examples of modifications. Remember, that a modified lesson in an inclusive classroom is a lesson where the objective and/or learning materials have been changed to meet the needs of a special learner. However, the overall concept or activity remains the same so that the learner can experience the curriculum alongside his or her ...
PDF Modifications for Students with Disabilities
Accommodations are designed to enable children with disabilities to be educated with their nondisabled peers to the maximum extent appropriate. All students with an IEP or 504 plan are entitled to modifications that their team determines are needed. Modifications change WHAT your child learns or is taught. The Virginia Department of Education ...
What are academic modifications?
At a glance. An academic modification is a change to what a student is taught or expected to do in school. An example of a modification is less homework or easier assignments. Before using a modification, it's often better to try changing how a child learns, or try using a different teaching strategy. School can be a challenge for kids with ...
The difference between accommodations and modifications
When a student has an Individualized Education Program (IEP) or a 504 plan, you'll likely hear the word accommodation.You may also hear school staff members say modification.While the two words sound similar, they mean different things. An accommodation changes how a student learns the material. A modification changes what a student is taught or expected to learn.
How to Modify for Special Education
Select specific problems and omit extra ones. Give 1 essay question instead of 3 or 4. Give choice - Let the student select 10 problems to do or let them pick whether to do the front or back of a worksheet. This will help with motivation, too, since the child sees they have a choice in the assignment.
IEP Accommodations vs. Modifications: What's the Difference?
If a student has accommodations, grading policies are the same as they are for the rest of the class. A modification changes what the student is taught or expected to learn. The curriculum and learning outcomes are different when a student is provided with modifications. A modification could occur in the general education classroom, but the ...
PDF Teachers' Lesson Modifications for Students with Disabilities
3 The distribution of general versus special educators in our sample is similar to the distribution observed at the national level. According to data from the 2017-2018 National Teacher and Principal Survey, about 12 percent of public school teachers nationally had special education as their main teaching assignment (National Center for Education
Grading Students with Disabilities
Grading students with disabilities poses additional dilemmas. Grading systems used in general education classes are usually ill-equipped for individualization to meet the needs of a particular student, and research has documented that special education students in general education classes are at risk of receiving low or failing grades (Donohoe & Zigmond, 1990).
Common accommodations and modifications in school
Capture responses on an audio recorder. Use a spelling dictionary or digital spellchecker. Use a word processor to type notes or give answers in class. Use a calculator or table of "math facts". Setting accommodations. Work or take a test in a different setting, such as a quiet room with few distractions.
Adaptations and Modifications for Students with Special Needs
These resources detail easy modifications to incorporate in your curriculum for students with special needs. Adjustments in classroom environment, curriculum planning, and assessment, will help you accommodate and challenge each member of your class. Appropriately modify your instruction to address diverse needs with our articles on bilingual ...
Accommodations, modifications, and alternate assessments: How they
Preferred seating in the front of the class for a child with attention issues is an example of an accomodation. Through the child's Individualized Education Program (IEP) or 504 Plan, classroom accommodations may be formally developed. In addition, some general education teachers agree informally to make accommodations for kids in their classes.
Understanding Specially Designed Instruction
The Specially Designed Instruction (SDI) section of the Individual Education Plan (IEP) is one of the most important parts of this important document. The special education teacher, along with the IEP team, determines what accommodations and modifications the student will be receiving. As a legal document, the IEP not only binds the special ...
Accomodations & Modifications in Special Education Overview
Schools are required by law to provide special education services to students at no cost to the parent, and teachers must abide by the accommodations and modifications that are set forth by the ...
What You Need to Know About IEP Accommodations and ...
According to IDEA 300.116(e), "A child with a disability is not removed from education in age-appropriate regular classrooms solely because of needed modifications in the general education curriculum." As Sabia explains, "The need for modifications is not a reason to separate a student from the regular education classroom." One vital component of IDEA is the legal requirement that a ...
Examples of Accommodations & Modifications
Program accommodations and modifications are available to children who receive services under IDEA or Section 504 of the Rehabilitation Act. General Accommodations: Large print textbooks Textbooks for at-home use Additional time for assignments A locker with adapted lock Review of directions Review sessions Use of mnemonics Have student restate information Provision of notes or outlines
What Do Schools Owe Students With Disabilities? Feds ...
Such accommodations could include additional time for tests, a change in classroom seating, modified homework assignments, or the use of special technologies to help students with processing issues.
School Services for Children with Special Needs: Know Your Rights
The Laws. IDEA is a federal law (1975, amended in 2004) that governs all special education services for children in the United States. Under IDEA, in order for a child to be eligible for special education, they must have issues in one of the following categories: a serious emotional disturbance. a learning difference. intellectual disability.
Accommodations vs. Modifications: What's the Difference?
Alterations are more substantial than accommodations. There are two different types of modifications: curriculum and assignment. With a curriculum modification, the core content is modified. For instance, a student is given different grade-level materials for math. With an assignment modification, instruction is significantly changed.
A Teacher's Guide to 504 Plans
The 504 plan is a legally binding document, and schools are required to follow the accommodations outlined in the plan. 504 plans can be beneficial for students with a wide range of disabilities, including ADHD, dyslexia, anxiety, depression, and physical disabilities. By providing accommodations that address the student's individual needs, a ...
Meet the Staff
Special Education Email: [email protected] Jordan Roesler is a special education paparprofessional at McDonald Elementary. Jordan has worked with children in an educational setting ranging from infants to high school for 17 years. She has a BS in Psychology from Washington State University and a masters in teaching from City University - Seattle.
Moscow
Moscow is a major educational center, with dozens of universities and specialized institutions of higher education. The largest and most prestigious is Moscow State University, founded in 1755. The Russian Academy of Sciences and the Russian State Library, one of the world's largest libraries, are also located in the city.
Moscow
Moscow is the capital of Russia , a country that extends from eastern Europe to the Pacific Ocean. It is Russia's major center of industry, science, and culture. The city lies on the Moskva River.
DOCX CV_Dmitry Rebrov in English
EDUCATION. 1980-1992. 1993-1997. 1996-2003. ... Certified Teacher of the Deaf (Honours degree), Deaf Education Department, Faculty of Special Education, Moscow Pedagogical State University, Russia . Post Graduate Studies in Deaf Education and Deaf Psychology, Moscow Pedagogical State University, Russia ... Last modified by: