Modifications and accomodations that are available for children with disabilities

Editor: The word "accommodations" in the title should be spelled accommodations. My fault.

Often, children who have physical disabilities and learning disabilities can succeed in a less restrictive environment if provided with the appropriate modifications and accommodations. A modification is a change to the curriculum, such as shortening assignments; while an accommodation refers to a change in the child’s environment, such as providing a laptop computer for a student with a writing disability.

1. Tape recordings of the material covered in class do not alter the curriculum, but allow a child with ADD or difficulty writing to review the lesson, using the recording as a study aid.

2. Highlighting the materials to emphasize the major points being taught can be helpful. This is not done to reduce the amount of material that the child is learning; rather it can serve as a study aid.

3. A peer tutor can help students to be successful in class, particularly classes that are crowded where the teacher’s time may be spread thin.

4. A child’s seating can be changed to a less distracting spot in the classroom.

5. A note taker may be assigned to the child.

6. Braille or large print may need to be provided for a child with a visual disability.

7. Manipulative can be provided to help a visual or spatial learner grasp the curriculum.

Modifications are also very useful, and include the following:

1. Extra time may be allotted for oral and written responses.

2. Exams can be modified by being reduced in length, allowing the student to use an open book or notes, receive a preview of test questions in advance or formatted in a particular way, such as the removal of some of the distracters on multiple-choice exams.

3. Emphasis can be put on the major points only. This way, the child is learning the crux of the subject, without becoming bogged down with details that he or she may not be equipped to handle.

4. The child may be exempted from reading in front of his or her peers.

5. Reduced assignments may be given. An example of this is allowing a child who has dyscalculia to do every other math problem on the page, instead of every single one.

6. Projects that fit the child’s learning style better may be provided instead of the regular assignments.

7. Materials may be provided in the child’s primary language. Depending on the extent of the materials provided, this may fall under either category.

Behavioral accommodations are also common. These may include:

1. Allowing the student to have breaks at specified intervals, or allowing the student to take a behavioral time out when needed in order to prevent a blow-up.

2. The student may need a study carrel in order to successfully complete independent classroom assignments.

3. The student may need to sit close to the teacher, so that his or her behavior can be monitored more closely.

4. The student may need special supervision during transitions.

If you are a teacher, when developing the IEP (Individualized Education Plan), discuss any proposed changes with the student’s other teachers, so that you are sure that any new modifications or accommodations are feasible in their classrooms. For example, it may not be appropriate to write on the IEP that the school will be providing a note taker for music class if the teacher gives handouts and does not lecture. Likewise, some teachers do not have desks near student seating or do not sit at their desks during the class period, so it would be incorrect to put that the student should be seated near the teacher during class on an IEP. It can be legally risky to put an accommodation or modification that the school is unable or unwilling to provide in writing.

If you are a parent, you will also want to make sure that any proposed accommodations or modifications will actually be implemented. Too often, all of the child’s teachers are not consulted before changes are made, and this can lead to frustration on everyone’s part. If you have an idea for an accommodation or modification that you think would help your child, it is a good idea to discuss it with your child’s teachers before the ARD meeting when the decision will become finalized. Also, research all of the modifications and accommodations that are out there. You will find that there are many more accommodations and modifications than are listed here, and school officials may not have considered some of them.

Modifications and accommodations can help any student succeed, as long as they are used consistently and realistically. Everyone who plays a part in the child’s education should be involved in making these decisions, including the child, if he or she is old enough. Together, you can make the school environment more likely to provide a successful experience for your child.