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Ninetypes Guide

This document outlines various modifications and accommodations that can be made for students, including adapting the size, input, degree of participation, time, difficulty, level of support, and output for tasks. Modifications relate to altering the goals, curriculum, or expectations for students with more severe disabilities. Common modifications include reducing the number of items to learn, teaching in different ways, allowing more time, simplifying directions, increasing support, and allowing alternative ways for students to respond.

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73 views

Ninetypes Guide

This document outlines various modifications and accommodations that can be made for students, including adapting the size, input, degree of participation, time, difficulty, level of support, and output for tasks. Modifications relate to altering the goals, curriculum, or expectations for students with more severe disabilities. Common modifications include reducing the number of items to learn, teaching in different ways, allowing more time, simplifying directions, increasing support, and allowing alternative ways for students to respond.

Uploaded by

api-282044405
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOC, PDF, TXT or read online on Scribd
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Modifications and Accommodations

Size
1. Adapt the number of items that the learner is
expected to learn or number of activities
student will complete prior to
assessment for mastery.
2. Allow completion of tasks in chunks until
the student has met the objective.
3. Adapt the amount of information provided at
one time.

Input
1. Adapt the way instruction is delivered to the
learner.
2. Teach in a different way.
3. Use audio and visual aids, semantic
mapping, guided imagery, concrete examples,
hands-on activities, pre-reading activities, or
place student in cooperative groups.

Degree of Participation
1. Designed for students with severe
disabilities.
2. Adapt the extent to which a learner is
actively involved in the task.
3. Adapt the level of participation expected in
the task.

Time
1. Adapt the time allotted and allowed for
learning, task completion, or testing.
2. Allow a longer time period for the student to
learn the concepts.
3. Individualize the pace of the learning to meet
the needs of the students.

Difficulty
1. Adapt the skill level, problem type, or the rules on
how the learner may approach the assigned
work.
2. Simplify directions / Provide cues / calculator /
computer.

Alternate Goals
1. Designed for students with severe disabilities.
2. Adapt the goals, objectives, or outcome expectations
while using the same materials. When routinely
utilized, this is only for students with moderate
to severe disabilities.

Level of Support
1. Increase the amount of personal assistance to
keep the student on task or to reinforce or
prompt use of specific skills. Enhance
adult-student relationship; use physical
space and environmental structure.
2. Provide instruction in a manner that can
become independently supported as necessary.
3. Assign peer buddies, teaching assistants, or
tutors.

Output
1. Adapt how the student can respond to
instruction.
2. Does everything need to be pencil or pen
tasks? Instead of answering the question in
writing, use verbal techniques, projects, games,
portfolios, hands-on tasks for evaluation of
learning.

Substitute Curriculum
1. Designed for students with severe disabilities.
2. Provide different instruction and materials to
meet a learners individual goals. This
decision is made by the ARD and should
be planned by the committee.

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