modified assignments examples

Accommodations and Modifications: A How-To Q&A with Nicole Eredics of the Inclusive Class

This post is part of our Fair is Not Always Equal…Now What? blog series.

The school year’s quickly drawing to a close—but before you say goodbye to this year’s students and start your summer activities, we’re bringing you a few practical posts on accommodations and modifications to add to your toolbox for next year. Today I’m honored to welcome a real expert in this area: Nicole Eredics, the educator, blogger, and inclusion advocate behind the brilliant site The Inclusive Class and the author of the popular book Inclusion in Action . In this Q&A, she shares some of her favorite tips for creating adaptations that help students succeed in school. (And stay tuned, because on Thursday we’ll be back with 17 more accommodations and modifications from our most popular inclusion books!)

1. You’ve explained this on your excellent blog before, but for anyone who doesn’t know—can you briefly clarify the difference between accommodations and modifications?

Yes! Educators use a variety of teaching and assessment strategies to help students access the curriculum. In addition to research-based, quality instruction (such as Universal Design for Learning), some students require support in order to meet the learning expectations. For example, a student might need extra test-taking time, larger print materials, simplified material, or visual reminders. The alteration of the curriculum and learning environment, to help a student achieve educational success, is known as an adaptation. Accommodations and modifications are two types of adaptations that can remove barriers to learning.

Accommodations are adaptations that make curriculum accessible. They provide students with an equal opportunity to learn from the same material as his or her peers. Accommodations do not change learning outcomes. Rather, accommodations change the way students access learning. Accommodations are often referred to as, “pathways to learning.” Educators can create pathways for students to learn by altering the presentation, expected response, educational setting, and timing of a lesson. For example, a student may understand the content of the lesson but may be easily distracted by movement and noise in the classroom. To help the student remain focused long enough to learn the lesson material, a teacher can seat the student away from windows, doorways, walkways, or gathering areas.

In contrast, adaptations in the form of modifications make curriculum possible. Modifications change the learning outcomes of a lesson to suit the cognitive ability of the student. Therefore, for a student who works below grade level, modifications to curriculum give the student an opportunity to learn from and participate in the same curriculum as his or her peers. The process of creating a modified program includes using instructional strategies to breakdown curriculum. Modifications can include providing the student with a simplified version of lesson, expecting the student to master a reduced number or concepts or central themes, and/or providing the student with prompts. It is important to note that a student might also need accommodations to learn his or her modified work, thus making curriculum accessible and possible.

2. How can a teacher tell when a student needs an accommodation vs. a modification? What goes into that decision?

Teachers track student progress through ongoing observation and assessment. Sometimes a teacher will notice that a student is struggling to see the learning material, hear a lesson, or understand a concept. When a teacher notices that a student is continuously struggling to access and/or learn lesson content, the teacher will alert the learning specialists in the school.

Together, the teacher and learning specialists will use their expertise to investigate potential barriers to learning through informal and formal evaluations. The decision to provide students with accommodations and/or modifications is based on the results of the evaluations as well as the consensus of the school and the student’s family.

3. What would you say to an educator who feels they don’t have time to work in accommodations and/or modifications for the students who need them? How can busy teachers reconcile their time constraints with the need to ensure that all learners have the best chance for success?

Neglecting to provide accommodations and modifications for a student can result in the unfair practice of penalizing a student for issues beyond his or her control. Therefore, educators need to ensure that accommodations and/or modifications for students are incorporated into daily lessons and activities. Teachers can do this in several ways:

• Co-teaching is a common and effective way of ensuring all learners have the best chance for success. Co-teaching involves the collaboration of the classroom teacher and a learning specialist. Together, they deliver curriculum to students. Generally, the classroom teacher will work with the students who are learning at grade-level while the learning specialist works with students who work below grade-level or struggle with a learning disability. The co-teacher can work in the classroom or in an alternate setting.
• Teachers can gather ideas, resources, and techniques for making accommodations and/or modifications from special education teachers, learning specialists, professional materials and the student’s family. Creating a master sheet of strategies and tips that can be kept on hand will help the teacher use effective and varied methods of accommodating and/or modifying the curriculum.
• General education teachers can also team up and work together to meet students’ learning needs. Classes can be combined and students can be grouped according to specific attributes with each teacher instructing a group. This method, called “platooning,” allows teachers to focus on certain strengths and challenges of a group. Special education teachers, learning specialists, and teacher-librarians can also be part of this process.

4. Can you share a few examples of some of your favorite modified assignments? 

To modify classwork, a student’s IEP goals must be aligned with the curriculum. Then, strategies are used to alter the class assignment or activity in order to support the IEP goals. My book [ Inclusion in Action ] includes 40 strategies for modifying assignments as well as other areas of the curriculum. These are all strategies that I have successfully used in my inclusive classrooms over the years. Some of my favorite strategies include:

• Spy-It: With this strategy, students find developmentally appropriate spelling words embedded in grade-level spelling words. The Spy-It strategy allows students to recognize vocabulary words demonstrate spelling skills, use decoding skills to break down large words and locate information. (See Figure 1.)

• Trace-It: Using this strategy, students learn how to print and/or spell letters, numbers, diagrams, and new vocabulary through guided practice. Through this strategy, students can represent new information, develop hand-eye coordination, and develop tracking skills. (See Figure 2.)

• Find-It: Here, students reinforce their knowledge by searching for text, numbers, or illustrations in a grade-level activity. Students can learn to identify information, select correct information, and develop the ability to follow directions. (See Figure 3.)

5. In some classrooms where students receive accommodations and modifications, I imagine there might be some students who raise the issue of whether it’s “fair” that Maria, for example, can use a calculator for the math test. In cases like these, how should a teacher go about explaining the concept of “fair is not always equal”? 

We make accommodations for one another in everyday life. For example, if a person sprains an ankle, crutches are provided to help the person walk. If a room is dark, we can use a flashlight to shed light. In a classroom, we give students learning accommodations.

Take a student who has poor vision. The student will find it difficult to read the words on a chart at a distance. In the meantime, other students in the class can read the chart perfectly. Eyeglasses can be used to help the student see the chart. The eyeglasses do not make the child smarter, but enable word visibility and access to lesson material. It is important to remember that accommodations and/or modifications do not give a student an extra advantage over his or her peers.

  6. What happens when a student still expresses frustration with an assignment, even with accommodations or modifications? What are the next steps a teacher should take—recalibrating the assignment in another way? Rethinking instructional strategies?  

Good teaching practice involves constant reflection. Teachers must not only assess student progress but the quality of responses that lessons derive. Teachers must measure student interest and engagement in the learning process. If students are not responding appropriately to lesson material, then the teacher needs to make some changes.

Rethinking instructional techniques, providing a variety of learning materials, pacing lessons, and using alternate accommodations and/or modifications are ways in which the teacher can make an assignment more engaging for the student. Teachers can also seek the advice of colleagues, the student’s family, and learning specialists.

7. Can you share a success story, either from your personal experience or the experience of another educator you know, that shows the benefits of accommodations and/or modifications in the inclusive classroom?

One year I had a student in my fourth grade class who had been previously diagnosed with Fetal Alcohol Syndrome. Some of the challenges that the student faced were a short attention span, impulsive behavior, and delayed cognitive growth. Attending and completing lessons, positive interactions with others, and difficulty understanding grade-level material were some of the areas in which the student required support in the form of accommodations and modifications.

After an initial intake meeting with the parents at the beginning of the school year, I was better able to understand the student’s needs. I learned the types of supports that the student had at home. In addition, I spoke with the student’s previous teachers to learn what classroom strategies were successful. This information gave me an initial plan for the beginning of the school year.

Within the first few weeks of the school year, I pinpointed several areas in our classroom and curriculum that were proving successful or becoming an issue for the student. With the help of the special education teacher, I developed some routines and strategies to keep the student (called “Student A” here) in my classroom, learning and making friends. Many of them incorporated the whole class and were inadvertently beneficial for all students! Here are some examples:

• I greeted all the students at the class door each morning and welcomed them into the room.
• Each student had an assigned hook to hang his or her backpack. I assigned Student A with a hook that was closest to where I stood in order to decrease off-task behavior during the busy time. Some mornings, depending on the circumstances, Student A arrived at another door. Students also unpacked their homework and student planners at this time.
• Prior to the beginning of the school day, I prepared a visual and written schedule of events that I placed at the front of the classroom. The first activity of every school day was what I called a “Sponge Activity,” which involved a crossword puzzle, word search activity, or reading. Student A worked on the activity for a predetermined amount of time, and then went over to the computer to find and print off the weather forecast for the day. During this time, I collected student homework.
• Once the students were finished with the Sponge Activity, I brought them together for a Morning Meeting. The students were given assigned spots to sit in during our meeting time, and I had Student A sit in a strategic location with the least amount of distractions. During the Morning Meeting, Student A gave the weather report to me to read or we drew the name of a student. Student A also had access to fidgets during this time.
• I verbally alerted the students to transitions and used a timer to help students make quick adjustments.
• Student A needed a modified program for English Language Arts. During instructional time, Student A participated in the group activity or guided reading groups (based on ability level). Strategies like the ones I mentioned earlier were used to alter Student A’s class assignment. Paper that was interlined helped Student A print legible responses.
• Each student had classroom jobs. Student A was given jobs that could be done when work was finished or during unstructured time. For example, Student A would collect recycling once classwork was finished.
• A classwide social-emotional program gave me opportunities to provide direct instruction and practice with appropriate social interaction. This was combined with a classwide positive behavior plan.
• Since recess could be a challenging social time, Student A would have a modified recess schedule. The first portion of recess was an unstructured yet supervised playtime, while the second half involved a predetermined, structured activity. For example, the student would help in the library, assist in the kindergarten classroom, or pass out newsletters to classrooms.
• Student planners were used to record homework and class events. Once the students finished recording in their planner, I would check it for accuracy. If needed, either a classmate or I would scribe the homework for Student A.

Those were some the more formal accommodations and modifications that we made for Student A. In addition, I kept a few more in my back pocket in case the day wasn’t going as planned!

KEEP READING

10 worst modifications for students with disabilities (and 100+ good ones), our 8 favorite online resources for inclusive education, stay up to date on the latest posts, news, strategies, and more.

• Special Education

More posts like this

15 Indicators of Authentic Membership in an Inclusive Classroom

Inclusive Early Ed: 15 Practices that Support Every Child’s Success

15 Tips for Supporting Students Who Use AAC

Write a comment.

Your email address will not be published. Required fields are marked *

Eucharia says

I truly loved the way Nicole differentiated between accommodation and modification. I enjoyed the piece and would like to read more and share my experiences too.

jlillis says

Thank you! We would love to hear your story! If you have an inclusion success story to share with us, please contact Jen at jlillis AT brookespublishing DOT com.

Post a Comment

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

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

Print article

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

Homes Nearby

Homes for rent and sale near schools

How to get the right IEP or 504 for your child's learning disabilities

8 steps to kicking off your child’s IEP the right way

Extended school year services: What you need to know

Yes! Sign me up for updates relevant to my child's grade.

Please enter a valid email address

Thank you for signing up!

Server Issue: Please try again later. Sorry for the inconvenience

• Try for free

Modifying Instruction: Teaching Students with ADD

You will probably find that most of your students with attention deficit disorder tend to benefit from some type of instructional modification, which is the cornerstone of helping students with attention deficit disorder succeed in the classroom. When modification is used, students are not penalized for not knowing how to learn.

There are many ways you can modify your lessons. Target those aspects of the learning setting that can be most troublesome for the student:

• Lesson presentation
• Physical arrangement of the classroom
• Work assignments

Lesson Presentation

Use the principles of effective instruction when delivering lessons. Make sure that students are successful and challenged. Model cognitive strategies such as "think aloud" techniques, which help students verbalize the thought processes they should engage in to complete the task. Cooperative groupings can also be used effectively. Finally, give praise and feedback immediately and consistently.

Suggestions for maintaining student involvement in the lesson include the following:

• Keep lesson objectives clear
• Deliver the lesson at a brisk pace
• Encourage collaboration among students
• Use meaningful materials and manipulatives
• Prompt for student answers after allowing at least five seconds of wait time
• Have the students recite in unison
• Vary the tone of your voice and model enthusiasm

There are additional ways you can accommodate the student's learning characteristics and needs when designing your lessons. For example, if the student has a short attention span, you might accommodate this learning characteristic by modifying the length of the material. The following are examples of additional accommodations:

• Break up long presentations by "chunking" content. At the end of each chunk, have the student respond in some way.
• Provide the student with additional time to finish an assignment or test.
• Break down assignments into "mini-assignments," and build in reinforcement as the child finishes each part. So as not to overwhelm the student, consider passing out longer assignments in segments.
• Reduce the number of practice items that the student must complete. For instance, allow the student to stop once he or she has demonstrated mastery.

Holding students' interest and attention is not always an easy task. Don't hesitate to experiment with a variety of approaches – and ask your colleagues for ideas.

Physical Arrangement of the Classroom

To help a student who is easily distracted focus on the task at hand, you may need to reduce competing stimuli in the environment or directly cue the student's attention. The goal here is not to create a dull environment, but rather to find ways to focus the student's attention. The following are examples of things you can do:

• Seat the student away from high-traffic and noisy areas such as the pencil sharpener, window, hallway, and materials table. Make a study carrel available.
• Define the work space for the child. For example, when children are to sit on the floor, use carpet squares to help define each child's space.
• Reduce the amount of materials present during work time by having the student put away unnecessary items. Have a special place for tools, materials, and books.

In This Article:

Council for Exceptional Children

Featured high school resources.

Related Resources

About the author

TeacherVision Editorial Staff

The TeacherVision editorial team is comprised of teachers, experts, and content professionals dedicated to bringing you the most accurate and relevant information in the teaching space.

• Why Undivided
• For providers
• 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?”

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 .)

Join the Undivided Community to get more resources like this in your inbox

100% free | Curated for you

Share this with a friend

Related Articles

Related Video Clips

Related Parent Questions

Support for families raising kids with disabilities.

The Pathway 2 Success

Solutions for Social Emotional Learning & Executive Functioning

How to Modify for Special Education

November 12, 2016 by pathway2success 10 Comments

• Facebook 73

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.

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.

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.

Share this:

September 21, 2018 at 5:30 am

I was wondering if you have any examples of how to provide a word bank for an essay at the high school level? I’m having a hard time figuring out how to provide words that answer either short answer questions or essay questions that typically require sentence answers.

October 7, 2018 at 9:31 am

Hi Joy- I would provide my students a separate sheet of paper with words and phrases that might be helpful to them. For example, if the essay is on the industrial revolution, I might include terms like: industrialization, labor, working conditions, migration, etc. Giving these vocabulary words would help students remember vocabulary and guide them in the right direction without steering them one way or another. Hope that helps!

January 7, 2020 at 9:21 am

I even split up word with their questions into chunks of 5-7-10 and then chunk the correct answers with those chunks of 5-7-10

So for example in a Voacb test the first five words would match the first five questions, the next 5 words would match the questions 6-10.

The students seem to really benefit from this.

October 20, 2018 at 12:48 pm

I insert a text box for a word bank for some modified exams.

June 9, 2019 at 12:18 pm

I’m curious how you might modify for chemistry, algebra II, or those other tough HS classes. We really struggle with that in our district.

June 24, 2019 at 12:53 pm

Hi Stacie! A lot of the strategies really work well for any content area, even in high school. Students who struggle with reading can learn about the same material that is written with a simpler text or vocabulary words that are defined for them ahead of time. For math, one strategy that worked for some of my learners was creating guide cards for them. I would give step-by-step examples for how to solve a certain type of problem. Kids could use these cards on quizzes or tests many times if they needed because it wasn’t giving the answer- just a guide to help them remember HOW to do the steps. Visuals are extremely helpful for any subject as well. For tests and quizzes, reduce the number of essay questions or problems and focus on what is most important. This can help kids who get fatigued. Let them focus their energy where it is most important! Also, chunk the information together (for example, if you have a test on multiple types of math concepts, keep all similar concepts together). Hope some of those ideas help! As always, every child is unique and you have to sometimes test out what works for them!

January 22, 2020 at 8:17 pm

For math in particular, I have used “doodle notes” created by Melanie Ellsworth that I purchased on tpt. The notes are fill in the blank and most of the concepts are already illustrated giving the students the chance to following along with the lesson rather than worrying about catching the finer details.

June 8, 2020 at 1:49 pm

These are some great tips for modifying special education for a student. Thanks for sharing.

December 4, 2020 at 5:00 pm

Could you please clarify if Inclusion Teachers are allowed to read assignments and testing materials to students. (Not during STAAR or State wide exam but regular classroom testing, assignments or homework)?

We are saying that when given a general ed test to the SPED students that we can modify the wording for better understanding of the questions for the student. If you have any resources to confirm this, please email it back to me.

December 5, 2020 at 6:09 am

Hi Thelma, I would think the best way to show this is to refer back to the student’s IEP. This is really another reason why it’s so helpful to be specific in IEPs. But even if it is not in the IEP, I think it’s just a best practice to rephrase or reword directions if a child doesn’t understand- on an IEP or not! If you are having a disagreement with the general ed teacher about it, my best suggestion would be to conference with them and offer to write a differentiated test together for your students. Ideally, the general ed teacher could be making 2 versions of the test: one with more complex wording for higher kids and one with more simplified wording. Both would allow kids to show knowledge of concepts. I’ll try to see if I can find some documentation on this. It’s a GREAT question. -Kris

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

Find It Fast

• Privacy Policy
• Join Pathway 2 Success
• Social Emotional Learning Toolkit
• Self-Control Resources

pathway2success1

⭐ Kristina 💖 SEL & Executive Functioning 💻 Blogger at www.thepathway2success.com 👩‍🏫 Special Educator turned Curriculum Specialist Links here 👇

Modified Lesson Plans For Special Education

Who is responsible for this?

          Typically the Special Education Teacher is responsible for modifying lesson plans for special education students. In a team teaching situation, the General Education Teacher will plan the lesson for their class and give the plans to the Special Ed Teacher to be modified to a level where Special Education students can access it. This could be something simple like providing notes that simplify the content presented, or could be adapted the entire lesson to more basic terms to be taught in a small group situation.

            Special Education Teachers are taught how to adapt and modify lesson plans without changing the curriculum. Keeping the integrity of the lesson and information while presenting it in a way that is appropriate for all level of learners.

Tips on How to Modify Lesson Plans for Special Education

            When given a specific standard of learning that your students must demonstrate an understanding of, it’s important to break down the standard. Some questions to keep in mind when modifying lesson plans for Special Education:

• What is the main concept/goal of the lesson? Always keep the bigger picture in mind.
• Our students will not be able to retain every bit of information you teach, what are the more important facts/skills/ideas you want your students to know?
• You might even be able to eliminate some parts of the lesson that while interesting, are not critical to learning the concept/lesson. It’s a judgment call based on what you are teaching.
• Sometimes the content/lesson needs to be broken down into smaller lessons to make the it easier for our students to understand. They need to understand the first concept before building on top of it.
• For students with comprehension or processing difficulties, the extra verbiage in text can be completely distracting and confuse students further. It can also discourage students if they read a whole paragraph of words they barely understand and are supposed to understand it.
• Think about how much we break down teaching life skills into super basic steps. We task analyze everything! In the same sense, we need to teach academic skills this way.
• Not all students will be able to dictate that they understand a concept the same way. Some students may need more options or accommodations to demonstrate understanding of material. Look at your specific students and make the best decision based on their ability levels.
• If you are creating material for a self-contained classrooms, you can always go over to another department and ask a teacher there to look over your lessons to make sure they are teaching the same concepts.

Sometimes simply creating new questions that are multiple choice to go along with a text may not be enough, the teacher might have to reteach the lesson or plan activities that will help students further understand the presented material. 

One of the biggest mistakes when modifying lesson plans for Special Education is that some teachers are removing and changing too much of the content that it in turn, ends up changing the main idea or point that is being presented in the lesson. It is important to keep the meat of the content in the lesson or text. The material should be presented in simpler terms and broken down for students. A good idea when you are done modifying is to let the General Education Teacher review what you’ve done so they can confirm that it is still teaching the same ideas/material as the original lesson.

It’s not just about adapting lesson plans. YES, OF COURSE that is important and crucial in teaching. As Special Education Teachers, it’s also about continual check ins to make sure students are still with you. We have to present information with a multi modal approach to teach all learners. We have to give students opportunities to respond in different ways (as long as it demonstrates understanding). All the accommodations and modifications that students need to ‘even the playing field’ is what we are responsible for making sure every student gets. If all students are different, learn different, and see the world differently, why would we ever think that the same methods/tools would work with everyone?

Think about how you learn. Are there certain strategies or tools you use when you are learning or studying that help you understand, organize, and retain information better? We have the ability to implement strategies on our own that help us in our environment but our students may not. We have to learn about how they learn, figure out how to best address their needs, and equip them with that they need to succeed in education, but also in life.

*REMEMBER: We are all still learning! It might be hard at first as well as be time consuming but once you learn how to effectively adapt and modify lesson plans for special education , you’ll be a better teacher! Allow yourself to learn, make mistakes, and try again! Do it enough and soon it’ll become second nature to you. It also makes you a better teacher because then you start to teach and speak this way when working with your students, not just in certain academic lessons. So you’re constantly reaching all learners.

Other Benefits of Learning how to Modify Lesson Plans for Special Education

          I find that from my experience as a Special Education Teacher, the skills I’ve learned in the classroom to modify lessons and materials have helped me when I talk to people where English may be their second language or if we are discussing topics certain people are not familiar with. Even when speaking to my own children, I am able to assess and analyze how to break down certain topics or life lessons I want to teach them in a way they can understand. It actually takes the fluff out of a lot of things and we realize how unnecessary that is for us but also for our students with learning disabilities. Simplifying things is not just beneficial for students with disabilities, it would do us all some good!

Where should we send your

Free lesson plans, success check your email for your free lessons.

We hate SPAM and promise to keep your email address safe.

Want some lesson plans you can immediately use?

Enter your email address below to get 5 free lesson plans now  .

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.

ASCD is a community dedicated to educators' professional growth and well-being.

Let us help you put your vision into action., from our issue.

To process a transaction with a Purchase Order please send to [email protected]

Thank you for adding to your shopping cart! Please note, ASCD will be performing necessary website maintenance and upgrades from May 29 through June 2. During this time, we will be unable to finalize purchases. Learn more

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

Related Smart Kids Links

• IEP Planning: Accommodations & Modifications

Thursday, March 19, 2015

Another example of a modified math assignment.

No comments:

Post a comment.

• Implementing Talent Management Base

How Assignment Values Are Inherited from Position

If you enable position synchronization, assignments inherit specified values from the associated position. You can also specify whether the inherited values can be overridden in the assignment.

You can specify this at the enterprise and legal entity levels using the Manage Enterprise HCM Information and Manage Legal Entity HCM Information tasks respectively.

Overriding of Assignment Values

When you enable position synchronization, you specify which attributes the assignment inherits from the position due to synchronization. Assignment attributes synchronized from position inherit their values from the position and aren't editable. The restriction on editing values in the assignment applies only to the information that's entered in the position. For example, if the Bargaining Unit isn't entered in the position, you can edit this value in the assignment even though it's one of the attributes inherited from the position. If override is allowed at the assignment level, then you can specify at the assignment level whether you want to synchronize from position or not. By default, the Synchronize from Position attribute on the Edit Assignments page is set to Yes. If you prevent override at the assignment level, users can't update the specified attributes that the assignment has inherited from the position. You can use personalization to enable managers to specify a value for the Synchronize from Position field.

You can choose to either retain the existing values in the assignment or update the values from the position for any attributes that aren't synchronized. So, if you don't select the grade attribute for synchronization and update the grade value in the position, you can either retain the existing grade value in the assignment or update it from the position.

If a synchronized attribute is empty at the position, then this attribute won't be synchronized in the assignment. You can enter any value for this attribute in the assignment. If a value already exists for this attribute, it will be retained and you can change it to any other value.

Let’s see how assignments are impacted when position and position synchronization details are modified using different applications.

For example, if position synchronization is enabled and you change the position in the responsive employment flows, all position parameters are synchronized except direct reports. If you load the position parameters changes using HCM Data Loader (HDL), HCM Spreadsheet Data Loader (HSDL), or REST, then only the position attributes are synchronized. The Synchronize Person Assignment from Position process updates all assignments irrespective of the application used.

These are some key points to note.

• Position attributes are synchronized irrespective of the application used for the update.
• Position flexfields are synchronized in responsive employment flows and when you run the Synchronize Person Assignment from Position process. Flexfield data can also be updated in responsive employment flows.
• Line manager is defaulted from the position hierarchy in responsive employment flows, and when you run the Synchronize Person Assignment from Position process.
• Line manager is defaulted from the position in responsive employment flows, when there is change in the position, and when you run the Synchronize Person Assignment from Position process.
• Direct reports can be synchronized only when you run the Synchronize Person Assignment from Position process.
• FTE is calculated based on the position working hours in responsive employment flows and when you run the Synchronize Person Assignment from Position process.

For more information on the attributes that can be synchronized, refer to the topic Position Synchronization.

• Trending Now
• Foundational Courses
• Data Science
• Practice Problem
• Machine Learning
• System Design
• DevOps Tutorial

Understanding the Java Ternary Operator with Examples

Learn how to use the ternary operator in Java with this comprehensive guide. The ternary operator is a concise way to perform conditional operations, simplifying your code and improving readability.

Introduction to the Ternary Operator

The ternary operator in Java is a shorthand for the if-else statement. It is a compact syntax that evaluates a condition and returns one of two values based on the condition's result. The ternary operator is also known as the conditional operator.

Syntax of the Ternary Operator

The basic syntax of the ternary operator is: condition?value if true:value if falsecondition?value if true:value if false

• Condition : An expression that evaluates to either true or false.
• Value if True : The value returned if the condition is true.
• Value if False : The value returned if the condition is false.

Examples of the Ternary Operator

Example 1: basic usage.

Determine the greater of two numbers.

Code Explanation

You can use the ternary operator to compare two numbers and assign the greater number to a variable.

Example 2: Conditional Assignment

Assign a default value to a variable if a condition is not met.

Use the ternary operator to assign a value based on the result of a condition, such as checking if a variable is null or empty.

Example 3: Nested Ternary Operator

Evaluate multiple conditions.

The ternary operator can be nested to handle more complex conditional logic, though readability may suffer.

Advantages of Using the Ternary Operator

Conciseness.

• Code Reduction : The ternary operator can reduce the number of lines of code, making it more concise and easier to read.

Readability

• Simplified Logic : For simple conditions, the ternary operator makes the code more readable by avoiding verbose if-else statements.

Best Practices for Using the Ternary Operator

• Simple Conditions : Use the ternary operator for simple, clear conditions. For complex logic, traditional if-else statements are preferable for better readability.
• Avoid Nesting : Avoid nesting ternary operators as it can make the code difficult to understand and maintain.

Consistency

• Consistent Use : Use the ternary operator consistently in your codebase to maintain a uniform coding style.

Understanding and using the ternary operator effectively can simplify your Java code and make conditional statements more concise and readable.

For a detailed step-by-step guide, visit the full article at https://www.geeksforgeeks.org/java-ternary-operator-with-examples/ .