This week is all about accommodations which are changes that you can make to the physical environment or to the content or skills to help give more access to the general education curriculum. There are two different types of accommodations: adaptations and modifications. Although these words are used interchangeably with accommodations, they actually have a different meaning. Adaptations specifically reference the changes to the physical environment to provide an individual with more access. For example, sitting up in the front of the classroom, having directions repeated, graphic organizer provided, powerpoint slides provided on paper, taking more frequent breaks, not having the fluorescent lights on...these are all changes to the physical room to make it more accessible. 

Modifications on the other hand are changes to the content or skills that are taught. So for example, direct instruction in reading, transition curriculum, life skills mathematics, etc. these are all separate from the general education curriculum that the students could receive and designed to help supplement (not fully replace) the general education curriculum. 

Your mission for this individual quest is to learn about a student through their present levels (could be the same student that you wrote the IEP goals on) and you need to create at least 3 adaptations to the environment and 2 modifications that would help the student have more access to the general education curriculum. 

Using a similar template to last weeks' quest, you will do the following: 

1. Identify strengths and needs - What does the student need help doing?

2. Brainstorm some adaptations - what changes of the environment or tools could we provide to help them? List them before you finalize your accommodations into the IEP page. 

3. Brainstorm some modifications - What specific content changes would you provide? Would there be any skill changes you would make? 

4. Brainstorm Related Services - Would the student benefit from having direct instruction or services in specific skills like speech, occupational therapy, physical therapy, title 1 reading, hearing teacher, specialized transportation, etc.?

5. Fill out the Specifically Design Instruction and Accommodations Page. Check out this how to video from Dr. Deger. 

6. Reflect on the process of deciding on accommodations. Was it easy or hard? Did you feel that you picked the best accommodations based on the students' needs? If the student was a high school senior, wanted to attend Westminster, and study in your major...what types of accommodations would you make?