504 plan accommodations and modifications

Some students with more significant physical, sensory, or cognitive difficulties may need modifications to presentation to gain access to the content. Providing the student with a copy of notes or class presentations before the lesson beginsīecause these changes do not alter the content expectations, these are classified as accommodations.Offering tactile prompts such as physical guidance or raised-line paper.Allowing the student to use a screen reader.

Increasing the contrast or differentiation of information included in visual representations (e.g., using color to help students identify corresponding sides on similar figures).

Increasing the font size-enlarging text or using a magnification device.

Reading the directions or problems out loud to the student.

Allowing them to audio- or video-record a lesson instead of taking notes.

Accommodations to support access for these students may include: For example, some students may have visual impairments that make it difficult to perceive written materials. Presentation accommodations change the way in which instructional material or assessments are disseminated to students. Here’s an overview of the categories and some helpful examples of each one: Changes to Presentation Often used with students who have significant intellectual disabilities, modifications help align the learning environment with more intensive needs.Īccommodations and modifications can be classified into four categories: presentation, setting, timing and scheduling, and response mode.

Modifications, on the other hand, may change the extent to which the student is required to learn the material. For example, an instructional accommodation may change the time a student is provided to learn the content. (In the book, these suggestions are framed as helpmates for teaching math effectively, though the guidance here applies across content areas.)įirst, a quick review: What’s the difference between instructional accommodations and modifications?Īccommodations are changes that support access but don’t change the underlying instructional objective. Ketterlin‑Geller, et al., these strategies will support academic success for students who need additional help. Excerpted and adapted from the book Teaching Math in Middle School by Leanne R. When differentiating instruction isn’t enough, how can teachers deliver the additional supports some students will need? Today’s blog post is a handy guide to four types of accommodations and modifications that can be worked into a student’s IEP.

504 plan accommodations and modifications