example of presentation accommodation

Common accommodations and modifications in school

By Amanda Morin

Expert reviewed by Donna Volpitta, EdD

There are many ways teachers can help kids who are struggling in school. Here are some common accommodations and modifications that schools and families can discuss as possible options for kids.

Common accommodations

Presentation accommodations (changes the way information is presented)

Listen to audio recordings instead of reading text

Learn content from audiobooks, movies, videos, and digital media instead of reading print versions

Work with fewer items per page or line

Work with text in a larger print size

Have a “designated reader” — someone who reads test questions aloud to students

Hear instructions spoken aloud

Record a lesson, instead of taking notes

Get class notes from another student

See an outline of a lesson

Use visual presentations of verbal material, such as word webs

Get a written list of instructions

Response accommodations (changes the way kids complete assignments or tests)

Give responses in a form (spoken or written) that’s easier for them

Dictate answers to a scribe who writes or types

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

Sit where they learn best (for example, near the teacher)

Use special lighting or acoustics

Take a test in a small group setting

Use sensory tools such as an exercise band that can be looped around a chair’s legs (so fidgety kids can kick it and quietly get their energy out)

Timing accommodations

Take more time to complete a task or a test

Have extra time to process spoken information and directions

Take frequent breaks, such as after completing a worksheet

Scheduling accommodations

Take more time to complete a project

Take a test in several timed sessions or over several days

Take sections of a test in a different order

Take a test at a specific time of day

Organization skills accommodations

Use an alarm to help with time management

Mark texts with a highlighter

Use a planner or organizer to help coordinate assignments

Receive study skills instruction

Common modifications

Assignment modifications

Complete different homework problems than peers

Answer different test questions

Create alternate projects or assignments

Curriculum modifications

Learn different material (such as continuing to work on multiplication while classmates move on to fractions)

Get graded or assessed using a different standard than other students

Be excused from particular projects

Learn about the difference between accommodations and modifications . For kids who have specific struggles, check out accommodation guides for dyslexia, ADHD, and more . And find out why some kids might refuse to use accommodations .

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Presentation Accommodations: Understanding, Types, and Implementation

Are you tired of struggling to deliver presentations due to lack of accommodations? Do you find yourself feeling anxious and overwhelmed when trying to communicate your ideas effectively? Presentation accommodations are here to revolutionize the way you present. With tailored support, these accommodations ensure that your unique needs are met, allowing you to shine in any professional or academic setting. Say goodbye to unnecessary stress and hello to a seamless presentation experience. So, let’s dive in and discover a world where presenting becomes effortless.

Key Takeaways

• Understanding presentation accommodations is crucial for creating an inclusive learning environment that meets the needs of all students.
• Identifying the specific needs of students for presentation accommodations is essential for effective implementation.
• Implementing presentation accommodations effectively involves clear communication, collaboration with students and their support network, and regular evaluation and adjustment.
• Common presentation accommodations include providing additional time, modifying the format or delivery of information, and offering alternative assessment options.
• Presentation accommodations for students with disabilities may include assistive technology, such as text-to-speech software or captioning services.
• Four key types of presentation accommodations for student success are visual supports, auditory supports, organizational supports, and interactive supports.
• Adaptive technologies can play a significant role in supporting students with presentation accommodations, providing them with tools to access and engage with educational content effectively.

Understanding Presentation Accommodations

Presentation accommodations play a crucial role in enhancing the learning experiences of students with diverse needs. These accommodations modify the way information is presented to cater to individual learning styles. By providing different modes of presentation, such as visual aids, auditory supports, and alternative formats, presentation accommodations ensure that all students can access and engage with the educational content.

The importance of presentation accommodations cannot be overstated. They are essential for ensuring equal access to education for all students. By implementing these accommodations, schools promote inclusivity and create a supportive learning environment where every student feels valued and included. When students receive information in ways that align with their unique learning preferences, they are more likely to be engaged and perform better academically.

Research has consistently shown that presentation accommodations have a positive impact on student learning outcomes. This is because these accommodations recognize that different students have different ways of processing information effectively. By providing multiple modes of presentation, educators increase comprehension and retention of information among their students.

For example, some students may learn best through visual aids like charts or diagrams, while others may benefit from auditory supports such as recorded lectures or verbal explanations. Alternative formats like braille materials or closed captions can also make educational content accessible for individuals with specific needs.

Types of Presentation Accommodations

Instructional varieties.

Different instructional strategies can be used to accommodate diverse learners. By employing various instructional methods , educators can cater to different learning styles and promote active engagement among students. One example of an instructional variety is the use of multimedia presentations . These presentations incorporate visual aids, such as images, videos, and graphics, along with auditory elements like narration or background music. This combination appeals to both visual and auditory learners, enhancing their understanding and retention of the material.

Another effective instructional strategy is hands-on activities . These activities provide students with opportunities for kinesthetic learning, allowing them to engage physically with the subject matter. For instance, science experiments or art projects require students to actively participate in the learning process by conducting experiments or creating artwork. This hands-on approach not only reinforces conceptual understanding but also fosters creativity and critical thinking skills.

Interactive discussions are a valuable instructional variety that encourages student participation and collaboration. In these discussions, students have the chance to express their thoughts, ask questions, and engage in dialogue about the topic at hand. By encouraging active involvement from all participants through group work or class debates, educators create a dynamic learning environment that supports different communication styles.

Adaptive Technology

Presentation accommodations can also be facilitated through the use of adaptive technology tools. These tools help individuals with disabilities access educational content effectively by removing barriers related to presentation formats. Examples include screen readers , which convert digital text into synthesized speech for visually impaired individuals; captioning software , which provides written captions for videos so that deaf or hard-of-hearing students can follow along; and speech-to-text applications , which enable individuals who have difficulty writing manually to dictate their responses using voice recognition technology.

Identifying Needs for Accommodations

Individual student assessment.

Assessments play a crucial role in identifying the needs of students. By evaluating the effectiveness of different accommodation strategies, educators can tailor their approach to meet each student’s specific requirements.

Individualized assessments allow for a comprehensive understanding of how students respond to various presentation methods. This knowledge enables teachers to make informed decisions about which accommodations will best support their learning experience. Regular evaluation ensures ongoing support and improvement in student learning outcomes.

For example, if a student has visual impairments, an assessment may reveal that they benefit from larger text size or audio descriptions during presentations. Armed with this information, teachers can provide appropriate accommodations such as using enlarged font on slides or incorporating auditory cues into their lessons.

Setting Description

Presentation accommodations are not limited to traditional classroom settings; they can be implemented across various educational environments, including online platforms and tutoring centers. The setting itself should be conducive to effectively implementing different accommodation strategies.

Flexibility within the setting allows for personalized adaptations based on individual student requirements. For instance, in an online platform where students have access to digital materials, teachers can provide alternative formats such as screen reader-compatible documents or closed captioning for videos.

Implementing Accommodations Effectively

To ensure the effective implementation of presentation accommodations , it is crucial to establish clear procedures. This involves developing a plan that outlines the specific accommodations to be used and how they will be implemented. By having a well-defined plan in place, educators can provide consistent support to students with diverse learning needs.

Regular communication with students, parents, and other educators is essential for successful implementation. By keeping everyone informed about the accommodations being provided, it becomes easier to address any concerns or make necessary adjustments as needed. This open line of communication helps create a collaborative environment where all stakeholders are actively involved in supporting student success.

For example, let’s consider a student who requires extra time during presentations due to processing difficulties. The teacher can establish a procedure where the student receives additional time without feeling rushed or pressured during their presentation. By clearly communicating this accommodation with both the student and their parents/guardians, everyone involved can work together towards achieving better outcomes.

Common Accommodations for Success

In-class strategies.

In order to accommodate different learning styles, teachers can incorporate various in-class strategies. One effective strategy is the use of visual aids such as charts, diagrams, and illustrations. These visual representations can help students better understand and remember information. Another helpful tool is the use of graphic organizers, which provide a structured framework for organizing ideas and concepts. By using graphic organizers, students can visually see how different pieces of information are connected.

Peer collaboration and group work are also valuable in accommodating diverse learners in the classroom. When students work together on projects or assignments, they have the opportunity to learn from each other’s strengths and perspectives. This promotes active learning and allows students to engage with the material in a more meaningful way.

Alternative Settings

Presentation accommodations are not limited to traditional classroom settings. There are alternative settings that can provide personalized accommodations for students with diverse needs. Online platforms offer flexibility by allowing students to access materials at their own pace and providing additional support through virtual resources.

Homeschooling environments also offer individualized accommodations as parents or guardians have more control over curriculum design and teaching methods. They can tailor instruction based on their child’s specific needs, ensuring that they receive the necessary support.

Tutoring centers are another option for presentation accommodations outside of traditional classrooms. These centers often employ experienced educators who specialize in working with students who require extra support or adaptations in their learning environment.

Accommodations for Students with Disabilities

Suggestions for implementation.

There are several strategies that can be effective. Providing professional development opportunities is one way to ensure educators have the knowledge and skills necessary to implement these accommodations effectively. By participating in workshops or training sessions, teachers can learn about different types of accommodations and best practices for their implementation.

Creating a collaborative environment is another important aspect of successful implementation. Educators should have the opportunity to share their experiences, resources, and ideas with colleagues. This collaboration allows them to learn from each other and discover new ways to support students with disabilities through presentation accommodations.

Technology tools and software can also play a significant role in streamlining the implementation process. For example, accessible learning services offer various digital resources that can enhance accessibility for students with disabilities. These tools may include text-to-speech software, braille displays, or captioning options for videos.

Four Types for Student Success

Presentation accommodations are essential for meeting the diverse needs of students in educational settings. These accommodations involve modifying the way information is presented to cater to individual learning styles. By implementing presentation accommodations, schools and educators can promote inclusivity, engagement, and academic success among their students.

There are four main types of presentation accommodations that can be used to support students in their learning journey:

Visual Accommodations : Visual accommodations focus on enhancing the visual aspects of information delivery. This may include providing visual aids such as charts, diagrams, or graphs to help students better understand complex concepts. Using larger font sizes or high contrast materials can assist visually impaired students in accessing information more easily.

Auditory Accommodations : Auditory accommodations prioritize delivering information through sound or spoken words rather than relying solely on written text. For example, teachers might provide audio recordings of lectures or use text-to-speech software to convert written material into spoken words for students with reading difficulties.

Multisensory Accommodations : Multisensory accommodations engage multiple senses simultaneously during instruction. This approach recognizes that different individuals learn best when they have opportunities to process information through various sensory channels like sight, hearing, touch, and movement. For instance, hands-on activities or interactive simulations allow students to actively participate and experience concepts firsthand.

Organizational Accommodations : Organizational accommodations aim to improve how content is structured and presented systematically for better comprehension and retention by all learners. Teachers may create outlines or provide study guides that break down complex topics into smaller manageable sections with clear headings and subheadings.

By incorporating these presentation accommodations into classroom practices and instructional materials, educators can effectively address the diverse learning needs of their students while fostering an inclusive environment where every student has an equal opportunity to succeed academically.

Adaptive Technologies in Detail

Various tools and software can assist in implementing presentation accommodations effectively. These technologies are designed to enhance accessibility and provide additional support for students with diverse needs.

One example of a tool that can be used is multimedia presentation software . This type of software allows students to create engaging presentations using a combination of text, images, audio, and video. By incorporating different media formats into their presentations, students can cater to different learning styles and make the content more accessible for all learners.

Another important tool is screen readers , which are designed to read aloud the text on a computer screen. Screen readers are especially beneficial for individuals with visual impairments or reading difficulties. They enable these students to access written information by converting it into spoken words, allowing them to follow along with the content being presented.

There are text-to-speech applications available that can convert written text into spoken words. These applications are particularly useful for students who struggle with reading or have difficulty comprehending written information. By listening to the text being read aloud, these students can better understand and engage with the material being presented.

Other adaptive technologies that support presentation accommodations include captioning tools for videos or live presentations, speech recognition software that converts spoken words into written text, and interactive whiteboards that allow multiple users to collaborate on a single platform.

Closing Thoughts

In conclusion, presentation accommodations are crucial for ensuring that every student has an equal opportunity to succeed in the classroom. By understanding the different types of accommodations and identifying individual needs, educators can implement these strategies effectively and create an inclusive learning environment. Whether it’s providing extra time, visual aids, or assistive technologies, these accommodations can make a significant difference in students’ academic performance and overall well-being.

Remember, as educators, it is your responsibility to advocate for and implement these accommodations for your students. By doing so, you are not only supporting their individual needs but also fostering a sense of inclusivity and belonging in your classroom. So take the time to assess your students’ needs, explore the various accommodation options available, and make the necessary adjustments to ensure that every student has an equal opportunity to thrive. Together, we can create a learning environment where everyone can reach their full potential.

Frequently Asked Questions

What are presentation accommodations.

Presentation accommodations refer to modifications or adjustments made to the way information is presented to individuals, particularly those with disabilities. These accommodations aim to ensure equal access and participation by tailoring the presentation format or delivery method based on individual needs.

How can I identify the need for presentation accommodations?

Identifying the need for presentation accommodations involves assessing an individual’s specific requirements. This can be done through discussions with the person, reviewing their educational records, consulting professionals like teachers or specialists, and conducting assessments or evaluations.

What are some common types of presentation accommodations?

Common types of presentation accommodations include providing written notes or outlines before a presentation, allowing extra time for processing information, using visual aids such as charts or diagrams, offering alternative formats like audio recordings, and utilizing assistive technologies such as screen readers or captioning services.

How can I implement presentation accommodations effectively?

To implement presentation accommodations effectively, it is crucial to communicate and collaborate with individuals requiring these supports. Understand their preferences and needs while considering practicality. Provide clear instructions and explanations during presentations. Regularly evaluate the effectiveness of chosen strategies and make adjustments if necessary.

Can you provide examples of adaptive technologies used in presentations?

Adaptive technologies used in presentations include screen readers that convert text into speech for visually impaired individuals, closed captioning systems that display text alongside audiovisual content for those who are deaf or hard of hearing, speech-to-text software that transcribes spoken words into written form in real-time, and interactive whiteboards that enhance engagement during presentations.

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Presentation Accommodation Guide

Students who require presentation accommodations have a disability that significantly impacts their ability to fully demonstrate their knowledge through classroom presentations. In order for presentation accommodations to be offered, the student must present Accessible Learning Services with documentation from a regulation health care professional (e.g. physician, psychologist, and psychiatrist) that supports this accommodation.

For the purpose of accommodation, a presentation refers to any individual or group assignment that must be presented to the class in some manner.

Presentation Accommodation Procedure

• The student provides Accessible Learning Services with documentation from a regulated health care professional supporting their need for presentation accommodations
• The Accessibility Counsellor updates their Accommodation Letter to include this accommodation, as well as reviews options for presentation accommodations with the student. This accommodation will be noted in the Accommodation Letter as 'Presentation Accommodation: See ALS Guides'
• The student will discuss the presentation accommodations with their faculty and agree on a suitable accommodation

Suggestions for Presentation Accommodations

Alternative setting/audience.

• Presenting individually to the professor
• Presenting to the professor plus a small group, 3-4, can fulfill any requirements to answer questions/provide feedback based on presentation, or reflect on peer evaluation

In-Class Accommodations

• In the case of individual presentation, option to present as a pair or group
• Choice in when to complete the presentation (date and/or beginning, middle or end of class)
• Permission to read from notes, handouts, or a script without marks being deducted for this
• Sitting at a table or desk while presenting
• For some students, scripted or predictable portions of a presentation (PowerPoint) does not impact disability where unscripted and unpredictable (question/answer period) portions do

In these instances, the student will meet with their faculty member to discuss alternatives (i.e. having questions emailed to the student for written response).

Adaptive Technology

• Video and/or record the presentation to show in class
• Develop the presentation using software that permits audio recording be embedded into slides

Diversified Learning Approach

• If presentation skills are not a core competency of the course and/or being evaluated, the option for a student to present the materials in an alternative manner (essay, video, resource binder, etc.) can be considered
• This alternative presentation of materials would be graded based on the same rubric as class presentations
• When presentation skills are a core competency and an expected learning outcome in a course, ALS along with the professor and the student will work together to develop a plan that both accommodates the student and allows the student to meet course learning outcomes

Additional Notes

Please note, this is not an exhaustive list of suggestions, and students are encouraged to negotiate and collaborate with their professors to arrive at an accommodation that is mutually agreeable. Additionally, Accessible Learning Services, Accessibility Counsellors are available to support the development of this accommodation as well as discuss any questions, concerns, or feedback.

Have Questions? Need Assistance? Want to Book an Appointment? We are here to help. Contact Accessible Learning Services by email at als [at] mohawkcollege.ca (als[at]mohawkcollege[dot]ca) or by phone at (905) 575-2122.

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Presentation Assessment Accommodations

What are presentation assessment accommodations.

Presentation accommodations allow students to access test directions or content in ways that do not require them to visually read standard print. These alternate modes of access include visual, tactile, auditory, and a combination of visual and auditory. Sometimes presentation accommodations refer to test instructions only, and sometimes they are used for all or parts of a test. Some states do not allow non-visual forms of print access on some tests, parts of tests, or at certain grade levels.

Who can benefit from presentation assessment accommodations?

Students who benefit the most from presentation accommodations are those with print disabilities, defined as the difficulty or inability to visually read standard print because of a physical, sensory, or cognitive disability.

How are specific presentation assessment accommodations administered?

Large print  - Large print editions of tests are required for some students with visual impairments. A regular print test can be enlarged through photocopying, or an electronic version of a test can be manipulated to reformat test items and enlarge or change the font as needed. The latter method is preferable. All text and graphic materials, including labels and captions on pictures, diagrams, maps, charts, exponential numbers, notes, and footnotes, must be presented in at least 18-point type for students who need large print. If a student needs a large print test edition, be sure it is ordered in plenty of time to be available for the test. Check to see if large print practice tests are available. After a student finishes a large-print edition of a test, someone needs to transcribe the student's answers verbatim onto a standard answer sheet. 

Magnification devices  - Some students with visual impairments read regular print materials and enlarge the print by using magnification devices. These include eyeglass-mounted magnifiers, free standing or handheld magnifiers, enlarged computer monitors, or computers with screen enlargement programs. Some students also use Closed Circuit Television (CCTV) to enlarge print and display printed material with various image enhancements on a screen. 

Sign language  - Sign language interpreters may be required for students who are deaf or hard of hearing. Sometimes an interpreter is only needed to sign test instructions and to assist in communication between the test-taker and the proctor or test administrator. Interpreters need to be able to translate in the same method of sign language typically used by the student. A student's teacher should not be the interpreter in a testing situation unless a second person is present to monitor for quality and fairness. If allowed to sign test items and prompts, interpreters must not paraphrase, clarify, elaborate, or provide assistance with the meaning of words, intent of test questions, or responses to test items. Graphic materials may be described but should also be available in print or tactile formats. A standard video presentation of a test in sign language may be used to increase quality, consistency, pacing, and accuracy. Interpreter services need to be arranged prior to test day with substitutes available. 

Braille  - Braille is a method of reading a raised-dot code with the fingertips. This type of reading is most common for students who are blind or visually impaired. Not all students who are blind read Braille fluently or will choose Braille as their primary mode of reading. If a student needs a Braille test edition, be sure it is ordered in plenty of time to be available for the test. Check to see if practice tests are available in Braille. The test administrator for a Braille test needs to be provided with a print version of the test during test administration. After a student finishes a Braille edition of a test, someone needs to transcribe the student's answers verbatim onto a standard answer sheet. 

Nemeth Code  - The Nemeth Braille Code is a system of Braille that makes it possible to convey technical expressions in a written medium to students who are blind or visually impaired. Although Nemeth Code uses the same set of Braille cells as literary Braille, most cells have new meanings assigned to them in order to express the numerous technical symbols that occur in math and science. 

Tactile graphics  - Tactile graphic images provide graphic information through fingers instead of eyes. Graphic material (e.g., maps, charts, graphs, diagrams, illustrations) is presented in a raised format. Tactile sensitivity is far less discriminating than normal vision, making many diagrams too complicated to understand without significant additional information. Additional information can be created through word descriptions. 

Human reader  - A qualified person may be provided to read orally to students who are unable to decode text visually. Readers should use even inflection so that the test-taker does not receive any cues by the way the information is read. It is important for readers to read test items/questions and text word-for-word exactly as written. Readers may not clarify, elaborate, or provide assistance to students about the meaning or words, intent of test questions, or responses to test items. Readers need to be familiar with the terminology and symbols specific to the test content. This is especially important for high school mathematics and science. Graphic materials may be described but must also be made available in print or tactile formats. 

Readers should be provided to students on an individual basis not to a group of students. A student should have the option of asking a reader to slow down or repeat parts of a test this is difficult when a person is reading to an entire group of students. Reader services need to be arranged prior to test day with substitutes and training available. 

Audio tape or compact disk  - A test may be prerecorded on an audio cassette or compact disk that a student accesses by listening. Some states provide tests recorded on audiotape. Advantages include ease of operation and low cost. An audio version of a test is not useful for a student who is not familiar, skilled, and comfortable taking tests with this accommodation. The greatest difficulty with an audio cassette is rewinding if a student wants to repeat an item. This is not as difficult with a CD that can be programmed by item. It is critical for students to use this accommodation regularly in classroom work and on classroom and practice tests before using it on a test for accountability. Audio versions need to be supplemented with a print or Braille version of the test so that a student can have access to complicated graphic material. Test administrators need to monitor student movement through audio versions to make sure that the student maintains the appropriate place in the test and that the audio version is playing properly. When using a two-sided cassette tape, students may need to be reminded to play the other side. Test administrators should spot check audio formats before use to make sure everything is working properly. 

Audio amplification devices  - Some students may require amplification equipment in addition to hearing aids to increase clarity. A test administrator may use an amplification system to give large-group instructions. 

Screen reader  - A screen reader is a computer application that converts text to synthesized speech or to Braille (read with an auxiliary Braille display). Computer literacy is essential for screen reader use. Screen reading software allows students to listen to test items as they are displayed on a computer screen. Students can choose to listen to any item multiple times. Multiple-choice items are answered by using the mouse to click on an option. Open-ended items are responded to by typing answers in a text box on the screen. Some products work by having a student lay a page on a scanner. When a student activates the machine, it reads the text aloud. Math formulas are normally displayed on screen as graphics that cannot be read by a screen reader.

4 Types of Accommodations and Modifications to Support Student Success

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. Excerpted and adapted from the book Teaching Math in Middle School by Leanne R. Ketterlin‑Geller, et al., these strategies will support academic success for students who need additional help. (In the book, these suggestions are framed as helpmates for teaching math effectively, though the guidance here applies across content areas.)

First, a quick review: What’s the difference between instructional accommodations and modifications?

Accommodations are changes that support access but don’t change the underlying instructional objective. For example, an instructional accommodation may change the time a student is provided to learn the content.

Modifications , on the other hand, may change the extent to which the student is required to learn the material. Often used with students who have significant intellectual disabilities, modifications help align the learning environment with more intensive needs.

Accommodations and modifications can be classified into four categories: presentation, setting, timing and scheduling, and response mode. Here’s an overview of the categories and some helpful examples of each one:

Changes to Presentation

Presentation accommodations change the way in which instructional material or assessments are disseminated to students. For example, some students may have visual impairments that make it difficult to perceive written materials. Accommodations to support access for these students may include:

• Allowing them to audio- or video-record a lesson instead of taking notes
• Reading the directions or problems out loud to the student
• Increasing the font size—enlarging text or using a magnification device
• 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 white space on assignments
• Reducing the number of items on a page
• Allowing the student to use a screen reader
• Offering tactile prompts such as physical guidance or raised-line paper
• Providing the student with a copy of notes or class presentations before the lesson begins

Because these changes do not alter the content expectations, these are classified as accommodations. Some students with more significant physical, sensory, or cognitive difficulties may need modifications to presentation to gain access to the content. Examples of modifications that involve changes to presentation include:

• Allowing the student to read shorter versions of a textbook that may not contain grade-level vocabulary
• Shorten story problems in math by reducing the number of relevant steps needed to respond
• Reduce the reading expectation for word problems (e.g., removing irrelevant information)

Because they change the depth, breadth, and/or level of proficiency of the learning objectives, these changes are modifications and should only be provided with guidance from the IEP team.

Changes to Setting

Setting accommodations are changes to the conditions or locations of instruction or assessment. Some setting accommodations that can be implemented to support these students include:

• Changing the seating and/or grouping for the child, such as sitting near the teacher or away from doors or windows
• Providing instruction in small groups to minimize distractions
• Offering a separate location for the student to complete a test or assignment (this option should be used only when necessary)
• Allowing the student to use a physical device to reduce distractions (headphones or study carrel)

Even though some students might benefit from these setting accommodations at different times during instruction, students with disabilities who have been assigned one or more of these accommodations must be provided with the accommodation on a regular basis.

Setting modifications can be considered for students with more significant characteristics that affect their ability to attend during instruction or when taking assessments. These students may need to receive individualized instruction or work with a partner on a task that was originally intended for individual students to demonstrate independence or mastery.

Changes to Timing or Scheduling

Changes to the timing or scheduling of instruction or assessments are often used to support students who process information slowly (e.g., student reads at a slow rate), have a physical disability that affects their ability to complete a task (e.g., student has difficulty with fine motor control and takes longer to write), or use another form of instructional change that requires additional time (e.g., student uses a screen reader to decode text).

Accommodations to support students’ access to the learning environment include:

• Providing extended time to complete a task
• Building in multiple breaks to avoid too much fatigue
• Breaking a task into smaller parts
• Allowing the student to take a test at a certain time of the day, such as first thing in the morning

Because accommodations don’t change the content expectations, these changes should be applied only when timing is not part of the learning objective. When timing is important, these changes may not be appropriate.

If a student needs these types of timing and scheduling changes for all tasks, including tasks that would be timed for all other students, these changes would be classified as modifications. Modifications that involve making changes to timing or scheduling include:

• Providing more time for the student to respond to an assignment or test that is intended to be timed (e.g., allowing twice as much time as intended)
• Extending the number of sessions a student has to complete an assignment or test that is intended to be timed (e.g., allowing the student to take a test over 2 days)

Changes to Response Mode

Examples of response mode accommodations include:

• Allowing students to use a visual/graphic organizer to organize their thinking
• Letting students use concrete objects/manipulatives to generate their answer
• Giving students the option to write their responses directly on the assignment (as opposed to filling out an answer sheet)
• Making an audio recording of your lessons
• Letting students use a calculator or multiplication chart on an assignment that does not assess computation

Some students have more significant needs that require modifications to the response mode. Examples of these modifications include:

• Reducing the number of items the student needs to complete
• Reducing the depth of the explanation required to justify the response
• Offering fewer answer options in multiple-choice tests
• Letting students use a calculator or multiplication chart on an assignment that does assess computation

When you’re considering any of the instructional changes covered in today’s post, always align them with the specific needs of the student. Carefully considering both the student’s needs and your instructional expectations will help you determine how best to support access to the curriculum.

If you liked today’s post, check out the book for a complete guide to using multi‑tiered systems of support (MTSS) to teach middle schoolers effectively!

Teaching Math in Middle School

Using MTSS to Meet All Students’ Needs

By Leanne R. Ketterlin Geller, Ph.D., Sarah R. Powell, Ph.D., David J. Chard, Ph.D., & Lindsey Perry, Ph.D.

Make all your middle schoolers confident and competent mathematicians with this book, your accessible guide to teaching math to every learner in Grades 6-8. Focused on knocking down roadblocks to learning, this reader-friendly resource shows you how to use MTSS—a powerful, widely adopted framework for meeting each student’s individual needs. Learn how to deliver high quality, evidence based math instruction; combine your instruction with meaningful assessment; and provide just-right supports that help students conquer their specific math struggles.

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Make Learning Accessible for All Students: Accommodation, Modification, and Intervention

School is underway and you are probably busy once again! You juggle a hectic school schedule along with family activities while trying to maintain some semblance of sanity. To assist you, we have some clarification and ideas to help with your teaching. In this post, we’ll be identifying several critical terms that all educators should know. We will also share a few ideas and strategies to help you with them. Additionally, just to make the reading more fun, we have a quiz for you down below to check how well you know the difference between accommodations, modifications, and interventions. You may also have some ideas that we didn’t include, so please scroll down to the comment section and share them with our audience!

Accommodation

An accommodation is a change in the environment, curriculum format, or equipment. Students use accommodation to gain access to the content and to complete the work or meet expectations. Though the format of the curriculum might be altered, the curriculum or content itself is not. As a result, the work expectation and skill acquisition of the student with the accommodation is the same as other students who do not have accommodation. In essence, the adaptation lies in how the information is presented, how the student demonstrates mastery, the learning environment, expectations regarding time, scheduling, or utilizing strategies to assist with organization.

Here are a few examples of common accommodations:

• Respond orally instead of writing the response on paper (response accommodation)
• Use large-text print version of text (presentation accommodation)
• Have instructions read aloud (presentation accommodation)
• Allow the student to sit where he/she feels they learn best (setting accommodation)
• Extended time for task or testing (time accommodation)
• Take a test over several shorter periods and possibly over several days (scheduling accommodation)
• Use a timer to help with time management (organization accommodation)
• Take the test in a small group setting (setting accommodation)
• Use a calculator, dictionary, or word processor (response accommodation)
• Get an outline of a lesson (presentation accommodation)

Modification

On the other hand, modifications do not address how the student learns, but what the student learns. In this case, modifications to the curriculum or assignments are in place so that the student is not expected to learn the same material. For example, students who are not able to understand all of the content or concepts being taught should have modifications. As a result, assessments may cover less material or have fewer questions. The student is still expected to learn and demonstrate mastery, but the content is changed according to the plan designed for that particular child. In addition, the child can have curriculum modifications, assignment modifications, or both.

Here are a few examples of common modifications:

• Different questions on a text are given to a student (assignment modification).
• Different/alternative projects are assigned (assignment modification).
• A different grading scale is used to assess the student (curriculum modification).
• The student learns different content than other students, possibly from another grade level (curriculum modification).

Accommodations are for ALL students. Modifications are only for those with an Individualized Education Program.

Intervention

An intervention is a strategy that is implemented for a student to learn a new skill or concept that he may be struggling with. The purpose of the intervention is for the student to master the expected skill or concept taught to the class. As a result, interventions help students make progress towards the expectations or standards. They utilize assessment, planning, and monitoring of student progress.

Some interventions may include:

• A student is provided time/access to a state-approved reading fluency program to improve decoding skills.
• One student attends an afterschool (or Saturday) session to learn helpful math strategies for solving division problems.
• A student participates in a small group for 30 minutes, twice a week, to improve reading comprehension skills
• Particular students receive instruction in study skills so they can better learn the content and master academic goals.

Scenarios and a Quiz

Below are several scenarios. After reading each one, decide if it is detailing an accommodation, modification, or intervention. Last but not least, check your answer! If you’re on a laptop or desktop, hover your mouse over the top left corner of the “?” icon to the left of each scenario to see the answer.

Mrs. Miller is a fourth grade reading teacher. They are starting to read “Wonder” by R. J. Palacio. To help one particular student, Jackson, Mrs. Miller has allowed him to listen to the book on tape instead of reading the book like his peers.

Mr. Moore seems to be the favorite teacher of all his tenth grade students. He enjoys teaching chemistry and makes learning fun. He has three students in fifth period that get a shortened version of the test for each chapter. Instead of 25 questions like all the other students recieve, these few students have only ten questions.

Ms. Williams teaches eighth grade science. They are about to do a unit on light and sound waves and how they interact with different materials. Each year, her students say this is their favorite unit. She anticipates that even Irene, who has a different grading scale than her peers, will enjoy this unit.

Professor Jones teaches at the community college. He also teaches a dual credit class for the local high school. Fortunately, he is a master at teaching accounting to both college and high school students. Last week, he noticed that some of his students struggled when applying auditing concepts to evaluate the conformity of financial statements. He was able to pull those students aside and review Auditing Standard No. 15 with them. This was a standard they should have learned about in a prerequisite course.

Dr. Taylor is the principal at Crockett Junior High. As she was doing a walkthrough, she noticed that one of the students wasn’t able to finish an assignment within the class period. Dr. Taylor noted that the student had the same assignment as the other students. She suggested that the teacher provide extra time for the student to finish the assignment.

Suggest Helpful Accommodations, Modifications, and Interventions

What are some accommodations, modifications, and interventions that you have found helpful with your students? We would love for you to share with us, but be sure to use a fake name for your student(s). Also, if you have a great website to share that lists strategies and ways to accommodate, modify, and intervene, our readers would appreciate you sharing it. Just jump to the comment section below and pay it forward.

Find other TechNotes posts on accommodation, modification, and intervention here .

Header image attribution: People photo created by lookstudio – www.freepik.com

Dr. Bruce Ellis

Bruce specializes in leadership development and working with districts to tailor onsite professional development workshops. Bruce earned his Ed.D. in Curriculum, Instruction, and Supervision in Secondary and Higher Education and his M.S. in Learning Technology/Information Systems at Texas A&M University-Commerce. He earned his B.S. in Elementary Education at Dallas Baptist University.

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This is great information. It’s important to remember that accomodations, modifications, and interventions are not only for struggling learners, but also for the G/T learners. And some gifted learners need these on both ends if they are 2E. The G/T kids may need accelerated options, extended learning options, etc. along with extended time to process and such.

Great point, Shari. Thanks for highlighting that.

Why is this website not fully accessible? You also missed talking about digital accessibility — which makes content more accessible for all students — aka accommodation in your discussion.

Greetings, Raymond. I’ll pass along to our webmaster about our website not being fully accessible. Thanks for pointing out digital accessibility. The article wasn’t meant to be exhaustive but hopefully to start a discussion…like this 🙂 My apologies if that was the tone.

Totally agree with Raymond. Accommodation, modification, and intervention don’t work unless the base content and the tools used to interact with them are accessible. I work with students with visual impairments content accessibility must be remediated before we can begin accommodation/modification/intervention strategies.

This is really informative information!! Thanks for sharing this!!

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Essential Accommodations in Education To Empower Student Success

Special education accommodations are designed to give all students a fair chance to learn and show what they know. These adjustments can involve anything from changing how students engage with the material to altering the environment where they learn.

Each student's needs are different, so accommodations vary. Some students might thrive with fewer distractions, while others may need simplified assignments or visual aids like lecture slides. These changes aren't just helpful — they can be life-changing, ensuring that every student in special education has access to the knowledge and opportunities they deserve.

‍ Understanding Educational Accommodations and Modifications

Special education accommodations are vital for ensuring that every student gets the right instruction and support to succeed in school. These accommodations are designed to help students with disabilities access the same general education curriculum as their peers. Modifications, on the other hand, adjust the standards or curriculum for students who need extra time or specialized instruction.

Here are some common examples of accommodations:

• Assistive technology: Tools like adapted keyboards, voice recognition software, and specialized devices that help students communicate more effectively.
• Seating arrangements: Placing a desk closer to the teacher or positioning easily distracted individuals away from windows to help them focus.
• Testing environment adjustments: Providing extra time, breaks during tests, quiet areas free from distractions, or structured reminders tailored to individual needs.

On the modification side, here are a couple of typical examples:

• Simplified instructions and extra practice time: Breaking tasks into smaller, more manageable steps — often referred to as "chunking."
• Assignment modifications: Allowing verbal responses instead of written ones, shortening assignments, or providing written instructions with visuals to aid understanding.

Essentially, a student with testing accommodations might get extra time on an assessment, while a learner with modifications might have materials tailored to their reading level to help them better grasp the content. Both teachers and families need to understand the difference between accommodations and modifications so that every student gets the right support to thrive. 

Looking at Accommodations and Modifications in Practice

Consider Sarah, an 8th grader diagnosed with a learning disability in math and struggles with reading. She’s in a standard 8th-grade class co-taught by a general education teacher and a special education teacher. To help Sarah succeed, she receives a mix of modifications and accommodations in her daily routine and during state or district-wide tests.

For example, her reading and writing assignments are shorter than those given to her classmates, and her textbook, though based on the 8th-grade curriculum, is at her independent reading level (4th grade). Sarah also has the option to have test questions read aloud to her and can respond to essay questions orally instead of in writing.

These classroom accommodations have boosted Sarah’s confidence during tests and assessments, helping her feel more prepared and capable when facing challenging tasks.

7 Common Types of Accommodations in Education Today

Schools and education stakeholders can implement accommodations in various ways to support students with special needs . Here’s a breakdown of how different types of academic accommodations can be applied:

1. Presentation Accommodations

These ensure that material is presented in a way that students can easily understand. Examples include:

• Using visuals like bright colors and simple drawings to supplement verbal instructions
• Offering presentations in both audio and visual formats
• Providing written summaries after giving verbal instructions
• Incorporating multimedia tools like videos and audio clips into lessons

2. Response Accommodations

Response accommodations give students with learning disabilities more time to answer questions or process information during lessons. These might involve:

• Allowing alternative response methods like pointing or gesturing instead of writing answers
• Providing multiple-choice options instead of requiring longer written responses, including graphical or in-line choices

3. Setting Accommodations

These involve adjusting the learning environment to meet the unique needs of special education students . For example:

• Preferential seating for students, typically at the front of the class, for easier access to the teacher
• Assigning a mentor to offer additional support
• Adjusting classroom temperature to help students focus
• Arranging desks in groups to encourage collaborative learning
• Creating a designated safe space or comfort area in the classroom
• Allowing students to finish tasks at home or spread out over several days if needed

4. Timing Accommodations

These provide extra time for tasks that require concentration, such as:

• Giving students additional time to complete tests or assignments
• Allowing more time on exams (e.g., an extra hour for test-taking)
• Offering flexible deadlines for submitting assignments

5. Organization Skills Accommodations

These classroom accommodations help students stay organized and on task. Examples include:

• Using calendars to track due dates
• Color-coding important information or notes
• Breaking down large tasks into smaller, manageable steps with checklists
• Establishing a daily routine that includes study times and breaks
• Prioritizing tasks so students know which assignments to tackle first
• Providing organizational tools like folders and notebooks

6. Scheduling Accommodations

Scheduling accommodations help students focus on their strengths without the added pressure of keeping up with peers. These can include:

• Taking tests at a specific time of day
• Receiving one-on-one instruction in subjects like English or Math
• Having more time to complete reading assignments or papers

7. Behavior Accommodations

These accommodations foster a positive and supportive learning environment. Examples include:

• Using positive reinforcement to encourage good behavior
• Implementing behavior plans that outline expectations and consequences
• Providing incentives for appropriate behavior
• Giving frequent reminders of classroom rules and expectations
• Offering choices in assignments or activities to boost motivation

Key Steps for Implementing Accommodation Processes in Schools 

Implementing effective accommodation processes in schools doesn't have to be overwhelming — here are some key steps to help you create a supportive learning environment for every learner:

• Start with a solid identification process: Make sure you have a system in place to spot students who need accommodations, so no one gets overlooked.
• Craft personalized plans: Use IEPs or 504 plans to tailor accommodations to fit each student's unique needs, ensuring the right support.
• Keep the communication flowing: Open, ongoing conversations between teachers, students, and parents are key to staying on the same page and achieving success.
• Track and tweak: Regularly monitor how well accommodations are working and adjust as needed to keep students progressing.

Best Practices and Technology for Improving Your Accommodation Processes 

To improve your accommodation processes and better support every student, consider the following best practices:

• Team up with specialists: Collaborate with special education teachers, psychologists, and other experts to create classroom accommodations that truly work for your students.
• Get students involved: Bring learners into the conversation—  they know their needs best and can offer valuable insights.
• Equip your staff: Ongoing training on accommodation strategies empowers your teachers and staff to better support students .
• Keep it flexible: Regularly review and tweak your accommodations to make sure they’re still hitting the mark as individuals progress.
• Leverage tech tools: Boost your accommodation game with cutting-edge solutions like text-to-speech, speech-to-text, and organization tools that help learners thrive.

Boost Your Support for Students With Education Advanced

Academic accommodations for learners are crucial in helping them reach their full potential and student achievement. By using a tailored mix of presentation, response, setting, timing, organization, scheduling, and behavior accommodations, teachers can create an environment where every student has an equal opportunity to thrive.

For students in special education, the right accommodations can make all the difference. These adjustments don’t alter test scores; instead, they adapt the learning environment to meet individual needs, allowing learners to fully access and demonstrate their understanding of the material.

Tools like TestHound ensure that each student receives the accommodations they need, giving them an equal chance to succeed. If your school is looking for ways to enhance the learning experience, consider automating tasks and streamlining processes to free up more time for teaching.

Education Advanced offers a range of tools designed to help, including:

• Evaluation: A solution that documents every step of the staff evaluation process , from walk-throughs to self-evaluations, with performance analytics and reporting features.
• Pathways: A graduation tracking tool that allows administrators and counselors to monitor and analyze students' progress, ensuring they stay on track to graduate.
• TestHound: A test accommodation software that helps schools manage thousands of students across state and local K-12 assessments, taking into account accommodations for reading disabilities, physical disabilities, translations, and more.

These tools will empower your school to provide a more inclusive and supportive learning environment, enabling all students to succeed.

‍ Original Publish Date March 2, 2023 | Updated August 15, 2024

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Document every step of the staff evaluation process, including walk-throughs, self-evaluations, supporting evidence, reporting and performance analytics. Get Started →

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Accommodations in Assessment for Students with Disabilities

A legacy resource from NICHCY

This info in Spanish | Esta información en español

IDEA requires that students with disabilities take part in state or districtwide assessments. These are tests that are periodically given to all students to measure achievement. It is one way that schools determine how well and how much students are learning.

This page will tell you how students with disabilities participate in this type of testing. Here’s a quick Table of Contents .

In a nutshell IDEA’s exact words Short-ish story on assessment accommodations

• What kinds of accommodations are there?
• Finding out more about your state’s policies
• Alternate assessments

The long story

• The 5 assessment options
• Summing up the options
• Decisions, decisions
• So what goes in the IEP ?

Back to top  

In a Nutshell

To support the participation of children with disabilities in such large-scale testing, accommodations or modifications may be necessary in how the test is administered or how a given child takes the test. It’s the responsibility of the IEP team to decide how the student with a disability will participate, and then to document that decision in the child’s IEP.

Alternatively, the IEP team may decide that a particular test is not appropriate for a child. In this case, the IEP must include:

• an explanation of why that test is not suitable for the child, and
• how the child will be assessed instead (often called alternate assessment).

Let’s take a look at both of these scenarios and what type of information is then included in the IEP.

IDEA’s Exact Words

What, precisely, is the provision in IDEA related to assessment accommodations? Found at §300.320(a)(6), it states that the IEP must contain:

(6)(i) A statement of any individual appropriate accommodations that are necessary to measure the academic achievement and functional performance of the child on State and districtwide assessments consistent with §612(a)(16) of the Act; and

(ii) If the IEP Team determines that the child must take an alternate assessment instead of a particular regular State or districtwide assessment of student achievement, a statement of why—

(A) The child cannot participate in the regular assessment; and

(B) The particular alternate assessment selected is appropriate for the child…

In these words, you can easily see the two scenarios we’re going to discuss now.

• If the child participates in the assessment, how?
• If he or she does not participate, why not and what alternate assessment will be used instead?

  Back to top

The Short-ish Story on Assessment Accommodations

Children with disabilities must participate in their state’s grade-level assessments to determine their level of content mastery, just as their peers without disabilities must participate, unless a child’s IEP Team determines that a given assessment is not appropriate for the child. Recognizing that disability has its impact, IDEA permits children with disabilities to participate in large-scale assessment programs with accommodations. Those accommodations are individually determined for a given child by his or her IEP team.

What Kind of Accommodations Are There?

Making an accommodation in testing generally means that some aspect of the testing condition has been altered so that a child with a disability can more fully show what he or she knows or can do. Accommodations in the classroom and those in assessment situations tend to fall into several types of changes—timing, scheduling, setting, presentation, response :

• Presentation Accommodations —Allow students to access information in ways that do not require them to visually read standard print. These alternate modes of access are auditory, multi-sensory, tactile, and visual.
• Response Accommodations —Allow students to complete activities, assignments, and assessments in different ways or to solve or organize problems using some type of assistive device or organizer.
• Setting Accommodations —Change the location in which a test or assignment is given or the conditions of the assessment setting.
• Timing and Scheduling Accommodations —Increase the allowable length of time to complete an assessment or assignment and perhaps change the way the time is organized. (p. 29)

The type of accommodation any one child with a disability receives is based on an individual consideration of that child’s needs.

Presentation accommodations:

• Large print
• Magnification devices
• Sign language
• Tactile graphics
• Human readers
• Audiotape or CD
• Audio amplification devices

Response accommodations:

• Word processor
• Tape recorder
• Responding in test booklet (not on answer sheet)
• Monitoring of test response, if answer sheet is used
• Calculators
• Spelling and grammar devices

Setting accommodations:

• Reduce distractions to student
• Reduce distractions to other students
• Change setting to permit physical access
• Change setting to permit use of special equipment

Time/Scheduling:

• Extended time
• Multiple or frequent breaks
• Change schedule or order of activities

Assessment accommodations tend to be—and should be—similar to classroom accommodations children with disabilities receive, so that the children are familiar with the accommodation before using it in a formal testing situation. However, IEP teams should not confuse classroom accommodations with assessment accommodations. What is permitted in class may not necessarily be permitted in state or districtwide assessments.

Finding Out More About Your State’s Policies

The best place, of course, to find out more about your State’s policies for assessment accommodations—what’s allowable, in other words—is your State Department of Education. (Local policies may also be a factor to consider, so the LEA should also be contacted.) That said, one place you might consult for this information and to gain a sense of what other states are doing as well:

• State Web Sites for Accommodation Information http://www.cehd.umn.edu/nceo/TopicAreas/Accommodations/StatesAccomm.htm

What about Alternate Assessments?

What happens if an IEP Team determines that it is inappropriate for a specific child with a disability to participate in a state or LEA’s large-scale assessment, even with accommodations? Well, alternate assessments happen, and so do statements in the IEP explaining why this is an appropriate approach to use with a given child.

IDEA requires states to develop and implement at least one alternate assessment, unless all children with disabilities in the State can be assessed via the general assessment, with or without accommodations. Alternate assessments may be based on:

• grade-level academic achievement standards,
• modified academic achievement standards, or
• alternate academic achievement standards. (U.S. Department of Education, 2007)

These options are discussed at length below, under “The Long Story.” Here, we’re interested in giving you a broad overview of the possibilities. Keep in mind that a state is not required to make all of these options available to children, so it’s important to know what your state’s policies and options are.

Additional information on alternative assessment is widely available. A few “Starter” resources include:

Alternate Assessments for Students with Disabilities http://www.cehd.umn.edu/nceo/TopicAreas/AlternateAssessments/altAssessTopic.htm

State Alternate Assessment Policies http://www.cehd.umn.edu/nceo/TopicAreas/AlternateAssessments/StatesAltAssess.htm

Where to Find Out More About Accommodations

Here’s a brief “Starter List” of resources on assessment accommodations that will undoubtedly lead you to yet more resources. Be aware that these may include discussion of classroom assessment accommodations and are often linked to discussion of classroom accommodations in general.

An Introduction to Assessment Accommodations: http://www.specialconnections.ku.edu/~kucrl/cgi-bin/drupal/?q=assessment/assessment_accommodations

Accommodations for Students with Disabilities http://www.cehd.umn.edu/NCEO/TopicAreas/Accommodations/Accomtopic.htm

Types of Assessment Accommodation http://www.teachervision.fen.com/teaching-methods/educational-testing/4170.html

The Long Story on Assessment Accommodations

More? Oh yes. Namely—more about the assessment options available to children with disabilities that the IEP team will consider.  

The 5 Assessment Options

According to the Department of Education (2007), there are five basic assessment options, as follows:

• Participation in a general grade-level assessment.
• Participation in a general grade-level assessment with accommodations.
• Participation in an alternate assessment based on grade-level academic achievement standards.
• Participation in an alternate assessment based on modified academic achievement standards.
• Participation in an alternate assessment based on alternate academic achievement standards. (p. 11)

These options sound uncomfortably alike, don’t they? What, exactly, are “academic achievement standards” and the difference between those that are alternate, modified, or at grade-level?

To start, it’s useful to know that grade-level assessments must be closely aligned with grade-level content standards. Content standards establish the information or skills that a child in a specific grade is expected to learn. Grade-level assessments are intended to find out if the child, in fact, has learned that content and to what level of proficiency. Keep this in mind as you read through the options described below.

Back to top

Options 1 and 2: Participation With or Without Accommodations

You’ve already read about Options 1 and 2, above.

Option 3: Participation in Alternate Assessment Based on Grade-Level Academic Achievement Standards

This type of alternate assessment is intended for children who cannot take the regular assessment, even with accommodations, but for whom the State’s grade-level academic achievement standards are nonetheless still appropriate.

An example of this might be a child who has a severe physical disability that cannot be accommodated in the general assessment without invalidating his or her test scores but who nonetheless is working to achieve the academic standards established for his or her grade level. This type of alternate assessment allows the child’s mastery of grade-level content to still be determined.

Option 4: Participation in Alternate Assessment Based on Modified Academic Achievement Standards

This type of alternate assessment is a new option recently made available to states (April 2007) with the publication of final regulations in NCLB governing its use. States are not required to develop such assessments, but they can if they so choose.

Alternate assessments based on modified academic achievement standards are intended for a small group of children “whose disability has precluded them from achieving grade-level proficiency and whose progress is such that they will not reach grade-level proficiency in the same time frame as other students” (U.S. Department of Education, 2007, p. 8). For these children, the general grade-level assessments are too difficult, and the alternate assessments based on alternate academic achievement standards are too easy (they’re meant for children with the most significant cognitive disabilities; Option 5, described below). Either type of assessment will not provide teachers, children, families, and others with accurate information on what a child with a disability knows or can do and, thus, what type of instruction or supports will help the child progress toward grade-level achievement.

The Department of Education (2007) has responded to this gap in assessment options by giving states “the option of developing modified academic achievement standards for a small group of students with disabilities who can make significant progress, but who may not reach grade-level achievement in the time frame covered by their IEP” (p. 20).

Using this approach does not alter the content standards established by a state for a specific grade level. In fact, such an alternate assessment must cover the same grade-level content as the general assessment. However, “the achievement expectations are less difficult than those on the general test” (emphasis added), which means that “the same content is covered in the test, but with less difficult questions overall” (p. 28).

Two final points about alternate assessments that are based on modified academic achievement standards.

First: A child may take this type of alternate assessment in one subject (e.g., reading), yet take the general assessment in another subject (e.g., math). Deciding how the child will be assessed in each applicable subject area is the responsibility of the IEP team. However, just as it is the state’s choice to develop (or not) an alternate assessment based on modified academic achievement standards, it also can decide to modify academic achievement standards only for certain grades (e.g., grades 6 through 8, or for high school) and develop only those alternate assessments corresponding to those modified standards. Similarly, the state can choose to “develop an alternate assessment based on modified academic achievement standards in only one subject (e.g., reading), but not in all subjects (e.g., math, science)” (Ahearn, 2006).

Second: Every year the IEP team must review its decision to assess a child based on modified academic achievement standards. As the Department of Education (2007) states:

We expect that there will be students with disabilities who take an alternate assessment based on modified academic achievement standards one year, make considerable progress during the school year, and then take the general grade-level assessment the following year. Therefore, an IEP Team must consider a student’s progress annually based on multiple, objective measures of the student’s achievement before determining that the student should be assessed based on modified academic achievement standards. (p. 23)

The option that states now have to develop and implement alternate assessments based on modified academic achievement standards clearly adds another dimension to how children with disabilities may participate in a state’s assessment programs. However, as has been said, a state is not required to develop such assessments.

For your convenience, here are direct links to the new regulations, the Department’s 51-page guidance for states, and its two-page Fact Sheet on this option to assessment.

Regulations on Alternate Assessment Based on Modified Academic Achievement Standards: http://www2.ed.gov/legislation/FedRegister/finrule/2007-2/040907a.html

Department’s Non-Regulatory Guidance: http://www.ed.gov/policy/speced/guid/nclb/twopercent.doc

Fact Sheet: http://www.ed.gov/parents/needs/speced/twopercent.html

Option 5: Participation in Alternate Assessment Based on Alternate Academic Achievement Standards

Option 5 sounds almost the same as Option 4, but it isn’t. Fortunately, the difference between modified academic achievement standards and alternate ones can be easily described. Alternate assessments based on alternate academic achievement standards are intended for children with the most significant cognitive disabilities.

While this type of alternate assessment must be linked to grade-level content, it typically does not fully represent grade-level content, only a sampling of it. Moreover, this type of alternate assessment may be linked to “extended content standards” that a state develops, standards that may restrict or simplify grade-level content in order to make it accessible to children with the most significant cognitive disabilities (U.S. Department of Education, 2007, p. 18). The state may define these content standards in grade clusters (e.g., grades 3-5). (In contrast, Option 4, alternate assessments based on modified academic achievement standards, must define content standards grade by grade.)

Summing Up The Options

Each of the five options described above represents a way in which children with disabilities may participate in large-scale assessments. Looking at them one by one is useful for grasping what each is about, but when it comes to choosing among them—that is, deciding which represents the appropriate way to assess a specific child with a disability—a comparison of their key elements can be a handy tool.

To that end, the Department of Education provides a chart of comparisons in Appendix 1 of its non-regulatory guidance on alternate assessment based on modified academic achievement standards. This chart is available online at: http://www.ed.gov/policy/speced/guid/nclb/twopercent.doc

Decisions, Decisions

The IEP team needs to know which of these options are available to it (based on state and/or on local policies) and determine which one of those is appropriate for the child. How a team determines what’s appropriate for the child will vary from state to state based on state policy, which the state must make clear to IEP teams so that they can make informed and appropriate choices.

So what goes in the IEP?

Let’s bring the discussion full circle and back to the component of the IEP that this article addresses: any “individual appropriate accommodations” necessary for the child’s functional and academic achievement to be measured on a state and districtwide assessment. If participating in such an assessment is appropriate for a specific child with a disability, then that child’s IEP Team must enumerate in the IEP any individual accommodations the child will need during testing. Some children may need no accommodations. Many will need accommodations. It’s important for IEP teams to know what type of accommodations can be made without invalidating a child’s test scores and which accommodations the state permits.

Ahearn, E. (2006).  Standards-based IEPs:  Implementation in selected states .  Alexandria, VA: Project Forum, National Association of State Directors of Special Education (NASDSE).

Thompson, S.J., Morse, A.B., Sharpe, M., & Hall, S. (2005, August). Accommodations manual: How to select, administer, and evaluate use of accommodations for instruction and assessment of students with disabilities (2nd ed.). Washington, DC. Council of Chief State School Officers. Available online at:  https://osepideasthatwork.org/node/109

U.S. Department of Education. (2007, April). Modified academic achievement standards [non-regulatory guidance draft]. Washington, DC: Author. Available online at: http://www.ed.gov/policy/speced/guid/nclb/twopercent.doc

Would you like to read about another component of the IEP?

If so, use the links below to jump there quickly.

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Present Levels How is the child currently doing in school? How does the disability affect his or her performance in class? This type of information is captured in the “present levels” statement in the IEP.

Annual Goals Once a child’s needs are identified, the IEP team works to develop appropriate goals to address those needs. Annual goal describe what the child is expected to do or learn within a 12-month period.

Benchmarks or Short-Term Objectives Benchmarks or short-term objectives are required only for children with disabilities who take alternate assessments aligned to alternate achievement standards. If you’re wondering what that means, this article will tell you!

Measuring and Reporting Progress Each child’s IEP must also contain a description of how his or her progress toward meeting the annual goals will be measured and when it will be reported to parents. Learn more about how to write this statement in this short article.

Special Education The IEP must contain a statement of the special education and related services and supplementary aids and services to be provided to the child, or on behalf of the child. This article focuses on the first element: a statement of the special education that will be provided for the child.

Related Services To help a child with a disability benefit from special education, he or she may also need extra help in one area or another, such as speaking or moving. This additional help is called related services . Find out all about these critical services here.

Supplementary Aids and Services Supplementary aids and services are intended to improve children’s access to learning and their participation across the spectrum of academic, extracurricular, and nonacademic activities and settings. The IEP team must determine what supplementary aids and services a child will need and specify them in the IEP.

Program Modifications for School Personnel Also part of the IEP is identifying the program modifications or supports for school personnel that will be provided. Read more here.

Extent of Nonparticipation The IEP must also include an explanation of the extent, if any, to which the child will not participate with nondisabled children in the regular class and in other school settings and activities. Read how this connects to IDEA’s foundational principle of LRE.

Accommodations in Assessment (you’re already here!) IDEA requires that students with disabilities take part in state or districtwide assessments . The IEP team must decide if the student needs accommodations in testing or another type of assessment entirely. In this component of the IEP, the team documents how the student will participate.

Service Delivery When will the child begin to receive services? Where? How often? How long will a “session” last? Pesky details, but important to include in the IEP!

Transition Planning Beginning no later than a student’s 16th birthday (and younger, if appropriate), the IEP must contain transition-related plans designed to help the student prepare for life after secondary school.

Age of Majority Beginning at least one year before the student reaches the age of majority, the IEP must include a statement that the student has been told about the rights (if any) that will transfer to him or her at age of majority. What is “age of majority” and what does this statement in the IEP look like?

September 2010

Teaching Strategies and Modifications

Accommodations, what are accommodations.

Accommodations are changes in the teaching content while students expectations remain the same. These are practices and procedures in the areas of presentation, response, setting, and timing/scheduling that provide equitable access during instruction and assessments for students with disabilities.

Accommodations are intended to reduce or even eliminate the effects of a student’s disability; they do not reduce learning expectations. The accommodations provided to a student must be the same for classroom instruction, classroom assessments, and district and state assessments. It is critical to note that although some accommodations may be appropriate for instructional use, they may not be appropriate for use on a standardized assessment. There may be consequences (e.g., lowering or not counting a student’s test score) for the use of some accommodations during state assessments. It is very important for educators to become familiar with state policies regarding accommodations during assessments.

Typically, accommodation use does not begin and end in school. Students who use accommodations will generally also need them at home, in the community, and as they get older, in postsecondary education and at work. Accommodations for instruction and assessment are integrally intertwined.

Description of Accommodations Categories

Accommodations are commonly categorized in four ways: presentation, response, setting, and timing and scheduling:

1. Presentation Accommodations

Allow students to access information in ways that do not require them to visually read standard print. These alternate modes of access are auditory, multi-sensory, tactile, and visual.

Students who benefit most from presentation accommodations are those with print disabilities, defined as difficulty or inability to visually read standard print because of a physical, sensory, or cognitive disability.

• Large Print  – Large print editions of tests and instructional materials are required for some students with visual impairments.
• Magnification Devices –  Some students with visual impairments read regular print materials and enlarge the print by using magnification devices. These include eyeglass-mounted magnifiers, free standing or handheld magnifiers, enlarged computer monitors, or computers with screen enlargement programs.
• Sign Language –  Sign language interpreters may be required for students who are deaf or hard of hearing. Sometimes an interpreter is only needed or allowed to sign instructions and to assist in communication.
• Braille  – Braille is a method of reading a raised-dot code with the fingertips.
• Tactile Graphics  – Tactile graphic images provide graphic information through fingers instead of eyes. Graphic material (e.g., maps, charts, graphs, diagrams, illustrations) is presented in a raised format (paper or thermoform).
• Talking Materials  – Many classroom materials are now available with auditory components. These include calculators, “talking” clocks, thermometers, timers, and voltmeters.
• Screen Reader  – A screen reader is a computer application that converts text to synthesized speech or to Braille (read with an auxiliary Braille display)

2. Response Accommodations

Allow students to complete activities, assignments, and assessments in different ways or to solve or organize problems using some type of assistive device or organizer.

Response accommodations can benefit students with physical, sensory, or learning disabilities (including difficulties with memory, sequencing, directionality, alignment, and organization).

• Scribe  – A scribe is someone who writes down what a student dictates by an assistive communication device, pointing, sign language, or speech.
• Word Processor  – A student types on a word processor. This option may increase a student’s independence and reduce the need for a trained scribe.
• Speech-to-Text  – Speech-to-text conversion or voice recognition allows students to use their voices as input devices. Voice recognition may be used to dictate text into the computer or to give commands to the computer.
• Note-Takers  – Students may have another student take notes or use an electronic note-taking device. Portable note-taking devices are small, lightweight devices equipped with a Braille or typewriter-style keyboard for input and synthetic voice.
• Tape Recorder  – A student uses a tape recorder to record class work or test responses rather than writing on paper.
• Calculation Devices  – If a student’s disability affects mathematics calculation but not reasoning, a calculator or other assistive device (e.g., abacus, arithmetic table, manipulatives, or number chart) may be used.
• Spelling and Grammar Devices  – The use of a dictionary may be allowed on assignments that require an extended response or essay.

3. Setting Accommodations

Setting accommodations change the location in which a student receives instruction or participates in an assessment, or the conditions of an instructional or assessment setting. Students may be allowed to sit in a different location than the majority of students in order to reduce distractions to themselves or others, or to increase physical access or access to special equipment.

Setting accommodations can benefit students who are easily distracted in large group settings and who concentrate best in a small group or individual setting. Changes in location also benefit students who receive accommodations (e.g. reader, scribe, frequent breaks) that might distract other students. Students with physical disabilities might need a more accessible location, specific room conditions, or special equipment.

• Reduce Distractions to the Student  – A setting accommodation to reduce distractions would allow a student to do individual work or take tests in a different location, usually in a place with few or no other students.
• Reduce Distractions to Other Students  – Some students use accommodations that may distract other students, such as having a reader or scribe. In addition, some students might perform better when they can read and think out loud or make noises that distract other students.
• Change Location to Increase Physical Access or to Use Special Equipment  – Occasionally a setting might be changed to increase physical access for a student. For example, a student who uses a wheelchair with a specially designed tabletop and assistive technology may not have adequate space in an auditorium with theater seating.

4. Timing and Scheduling Accommodations

Increase the allowable length of time to complete an assessment or assignment and perhaps change the way the time is organized.

Timing and scheduling accommodations are most helpful for students who need more time than generally allowed to complete activities, assignments, and assessments. Extra time may be needed to process written text (e.g., a student with a learning disability who processes information slowly), to write (e.g., a student with limited dexterity as a result of arthritis), or to use other accommodations or equipment (e.g., assistive technology, audiotape, scribe).

• Extended Time  – Extended time may require a student’s IEP team to determine a fairly specific amount of extra time to complete assignments, projects, and assessments. For timed tests, a standard extension may be time and one half.
• Multiple or Frequent Breaks  – Breaks may be given at predetermined intervals or after completion of assignments, tests, or activities. Sometimes a student is allowed to take breaks when individually needed.
• Change Schedule or Order of Activities  – If possible, schedule assessments and activities that require focused attention at the time of day when a student is most likely to demonstrate peak performance.

Accommodations Manual: How to Select, Administer, and Evaluate Use of Accommodations for Instruction and Assessment of Students with Disabilities  https://osepideasthatwork.org/node/109.  (Links to an external site.)  Retrieved on 10/6/2018.

Privacy Policy

No Child Left Behind: Determining Appropriate Assessment Accommodations for Students with Disabilities

Assessment accommodations help people with learning disabilities display their skills accurately on examinations. Teachers, learn how to test the true knowledge of your students. Don’t test their ability to write quickly if you want to see their science skills! Parents, these pointers will help you assure that your children are tested fairly.

On this page:

Understanding accommodations, choosing accommodations, questions parents should ask about assessment accommodations.

The Elementary and Secondary Education Act (ESEA) is the nation’s major federal law related to education in grades pre-kindergarten through high school. In its most recent Congressional reauthorization, ESEA became known as the No Child Left Behind Act (NCLB) of 2001. Under NCLB public school students throughout the country must participate in annual testing in specific academic areas and grades outlined in the law, including students with disabilities. Requiring the inclusion of all students with disabilities in state- and district-wide assessments helps ensure that schools, school districts and states are held accountable for the achievement of these students.

According to NCLB, students with disabilities (those covered under the Individuals with Disabilities Education Act or Section 504 of the Rehabilitation Act) must be provided the appropriate accommodation necessary to participate in these tests. Making determinations about the appropriate accommodations that students with disabilities need in order to fully and equally participate in large scale testing is a critical component of developing a student’s Individualized Education Program (IEP) or Section 504 Plan. IEP/504 team members, including parents, must engage in a thoughtful process that determines the necessary accommodations to facilitate the student’s access to grade level instruction and full participation in state/district assessments. The selection of appropriate accommodations is the focus of this parent advocacy brief.

Accommodations are tools and procedures that provide equal access to instruction and assessment for students with disabilities. They are provided to “level the playing field.” Without accommodations, students with disabilities may not be able to access grade level instruction and participate fully on assessments.

Accommodations are generally grouped into the following categories:

• Presentation (e.g., repeat directions, read aloud, use of larger bubbles on answer sheets)
• Response (e.g., mark answers in book, use reference aids, point, use of computer)
• Timing/Scheduling (e.g., extended time, frequent breaks)
• Setting (e.g., study carrel, special lighting, separate room)

Accommodation vs. modification

Accommodations are not the same as modifications. Accommodations are intended to lessen the effects of a student’s disability; they are not intended to reduce learning expectations. Changing, lowering or reducing learning expectations is usually referred to as a modification or alteration. Unlike accommodations, consistent use of modifications can increase the gap between the achievement of students with disabilities and the grade level expectations. This may have a negative impact on the student’s educational career as the student may not continue to progress and be able to obtain a regular diploma.

Assessment vs. instruction accommodation

Ideally, accommodations should be the same or similar across classroom instruction, classroom tests and state/district tests. However, it is important to note that some accommodations are only for instruction and cannot be used on state/district assessments.

Standard vs. non-standard accommodation

Standard accommodations are those allowed for both testing and instruction that do not change the skill that is being tested. A non-standard accommodation is one that will change the nature of the task, or target skill. For example, reading a reading test aloud to the student when the reading test is measuring decoding generally is considered a non-standard accommodation because it would not result in a true measure of the student’s decoding ability. If, however, the test is measuring reading comprehension, reading the test would not change the target skill and would allow the student to demonstrate comprehension skill without the interference of a reading disability.

Policies regarding standard and non-standard testing accommodations vary by state. All IEP/504 team members need to be familiar with state policies and guidelines regarding the use of assessment accommodations. Making sound decisions about testing accommodations requires all team members to know:

• The test (content, types of test questions and testing conditions)
• The state’s testing guidelines
• The state’s accommodation guidelines
• What accommodations will invalidate a test score.

All students with disabilities (those with active IEPs or 504 Plans), are entitled to the appropriate accommodations that allow them to fully participate in state- and district-wide testing.

Who decides?

The student’s IEP/504 team selects the accommodations for both instruction and assessments. Accommodations should be chosen on the basis of the individual student’s needs, not on the basis of the disability category, grade level or instructional setting. Once selected, accommodations should be used consistently for instruction and assessment. Each teacher and others responsible for the implementation of the accommodations must be informed of the specific accommodations that must be provided.

Selecting accommodations

Determining necessary accommodations should be part of the development of each IEP or 504 Plan. These questions should be considered in the selection process:

• What are the student’s learning strengths and needs?
• How do the student’s learning needs affect the achievement of the grade level content standards?
• What specialized instruction does the student need to achieve the grade level content standards?

Next, discuss and review the accommodations the student has already been using. Ask these questions:

• What accommodations is the student regularly using in the classroom and on tests?
• What is the student’s perception of how well an accommodation has worked?
• Has the student been willing to use the accommodation?
• What are the perceptions of the parents, teachers and others about how the accommodations appear to have worked?
• Have there been difficulties administering the selected accommodations?

When deciding on new accommodations, plan how and when the student will learn to use each new accommodation. Be sure there is plenty of time to learn to use an accommodation before it will be part of the administration of a state- and district-wide assessment.

Assessment facts

Many states have chosen to add “stakes” for students to their standards and assessment systems. In some states, students are required to pass one or more high school assessments as a condition of receiving a diploma.

Some states require students to achieve at certain levels on assessments to be promoted to subsequent grades. It is imperative for parents to understand the implications of student performance on tests required by your state.

Evaluating accommodations

Evaluating how effective the accommodations are should be an ongoing process — only by closely reviewing the impact of an accommodation can improvements happen. IEP or 504 teams should not assume that accommodation selection carries over from year to year. Each year the team should review:

• Each accommodation and the results of tests when the accommodation was used
• Student’s perception of how well each accommodation is working
• Effective combinations of accommodations
• Perceptions of teachers, paraprofessionals and other specialists about how the accommodations appear to be working.

Important terms to know

• Presentation accommodations allow students to access information in ways that do not require them to visually read standard print. These alternate modes of access are auditory, multi-sensory, tactile and visual.
• Response accommodations allow students to complete activities, assignments and tests in different ways to solve or organize problems using some type of assistive device or organizer.
• Timing/scheduling accommodations increase the allowable length of time to complete a test or assignment and may also change the way the time is organized. Setting Accommodations change the location in which a test or assignment is given or the conditions of the assessment setting.

Guide to choosing accommodations

Be sure that accommodations don’t lead to inappropriate testing practices such as:

• Coaching students during testing
• Editing student work
• Allowing a student to answer fewer questions
• Giving clues to test answers in any way
• Reducing the number of responses required
• Changing the content by paraphrasing or offering additional information

Is my child using accommodations during classroom instruction that will not be allowed when taking state- or district-wide assessments?

Because of the nature of certain accommodations, they are only allowed for instruction, not testing. If a student is accustomed to using such accommodations, the IEP team needs to make certain the student understands that a particular accommodation(s) won’t be available during testing and work to find acceptable accommodations that can support the student during testing in a comparable manner.

Are the assessment accommodations selected for my child considered “standard” or “non-standard”?

There is tremendous variance across states regarding testing accommodation policies. Be sure to obtain a copy of your state guidelines and policies regarding assessment accommodations. These guidelines should include information on whether accommodations are considered “standard” or “non-standard” as well as information on any accommodations that might invalidate a test score.

Does my child show a documented need for all selected accommodations?

Research has shown that IEP or 504 Plan teams frequently select accommodations in a bundle, such as extended time and a different setting. However, the student might only need one of these accommodations. The IEP team has a responsibility to make sure the student is neither under — or over — accommodated.

Are all selected accommodations documented in my child’s IEP or 504 Plan?

The student’s active IEP or 504 Plan should contain documentation for all accommodations that have been selected, both for instruction and testing. Once documented in the IEP or 504 Plan, accommodations must be provided. Those responsible for implementing accommodations must understand the accommodations are mandatory, not optional.

Does my child understand how to use the assessment accommodations that have been selected?

Students should have ample time to learn to use the accommodations available to them during testing. Be sure the student is willing to use the accommodation and has used the accommodation before test day.

Does the school have an advance planning process to ensure the proper implementation of the testing accommodations chosen and documented in my child’s IEP or 504 Plan?

Accommodations are only as effective as their proper implementation. Unfortunately, administering individual student accommodations can become difficult on testing days, when school staffs are stretched. Advance planning for accommodations such as quiet space, readers, and alternative formats of tests is critical to ethical administration of assessment accommodations.

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The National Center for Learning Disabilities (opens in a new window) , Inc., is a nonprofit organization dedicated to ensuring that the nation’s 15 million children and adults with learning disabilities have every opportunity to succeed in school, work, and life. Schwab Learning is a nonprofit program of the Charles and Helen Schwab Foundation dedicated to helping kids with learning and attention problems be successful in school and life. Candace Cortiella is Director of The Advocacy Institute (opens in a new window) , a nonprofit focused on improving the lives of people with learning disabilities through public policy and other initiatives. This publication was made possible with funding from the Charles and Helen Schwab Foundation (opens in a new window) . Cortiella, C. (2005) No Child Left Behind: Determining Appropriate Assessment Accommodations for Students with Disabilitites. National Center for Learning Disabilities (opens in a new window)

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Initial Thoughts

Perspectives & resources, what should teachers know about accommodations for students with disabilities.

• Page 1: Accommodations
• Page 2: Practices Confused with Accommodations

What types of accommodations are commonly used for students with disabilities?

• Page 3: Instructional Versus Testing Accommodations
• Page 4: Selecting an Accommodation
• Page 5: Presentation Accommodations
• Page 6: Response Accommodations
• Page 7: Setting Accommodations

Page 8: Timing and Scheduling Accommodations

What are the teacher’s responsibilities for students with disabilities who use accommodations.

• Page 9: Implementing an Accommodation
• Page 10: Evaluating Effectiveness
• Page 11: References & Additional Resources
• Page 12: Credits

• Do not change the expectations for learning
• Do not reduce the requirements of the task
• Do not change what the student is required to learn

The table below provides examples, though not an exhaustive list, of timing and scheduling accommodations that address common barriers or challenges students experience when they access or demonstrate learning.

As was the case for other categories of accommodations, some of the accommodations in the table above—for example, timelines—are also instructional strategies or interventions. How can teachers tell the difference between the two when they plan instruction for an individual student? As outlined in the table below, one key difference is the purpose for which each is used.

Following are examples of timing and scheduling accommodations teachers can use to help students access or demonstrate learning.

Kaden Age: 10 Disability: attention deficit hyperactivity disorder (ADHD)

During instruction, Kaden often becomes fidgety and has difficulty remaining in his seat. To address Kaden’s challenges, his teacher decides to allow him to take two or three one-minute breaks (e.g., stand behind his desk) during a 30–45-minute period of instruction.

Rae Age: 15 Disability: learning disability (LD)

In addition to having difficulty identifying and remembering important information, Rae processes information more slowly than her peers. For this reason, her teacher gives her extended time to take tests. This allows Rae to process what the questions are asking and formulate responses.

Cierra Age: 6 Disability: autism spectrum disorder (ASD)

During center time, Cierra experiences sensory overload when working with her peers. In response, her teacher allows her to move to an independent activity after working for five minutes. She plans to gradually increase this time as the school year progresses.

Each of the following scenarios introduces a student with a disability and identifies his or her related challenge.

• Choose one accommodation category (presentation, response, setting, and timing and scheduling) that would best address each student’s barrier and learning goal.
• Type in an accommodation from the selected category that would likely support the student in meeting his or her learning goal.

Click here for feedback.

There are multiple responses for this activity. Below are some examples of appropriate responses.