Accommodation vs. Modification

School teams rely heavily on the data provided in psychological assessments when it comes to determining appropriate program accommodations and/or modifications. Decisions are made on a case-by-case basis and are tailored the specific needs of a student.

PROGRAM ACCOMMODATIONS

Students working towards an Ontario Secondary School Diploma (OSSD) who have identified exceptionalities are eligible for program accommodations.

We ACCOMMODATE the teaching/learning process to meet student needs and allow demonstration of grade level expectations which are age/grade appropriate; changes are made to the way the student is taught and assessed. Accommodations set up “equity” so all students can play on a level playing field. Accommodations affect HOW teachers teach and assess. Ultimately, students who are working with accommodations are being measured against the same academic standards as their peers.

At their professional discretion, teachers may implement any number and combination of , but is not limited to, the following types accommodations:

1. Size: the number of items a student is expected to complete

2. Time: the amount of time (up to a maximum of double) required to complete a task or write a quiz/test/exam

3. Input: adaptations to the way students receive information (e.g. copies of notes)

4. Output: adaptations to the way students can respond to or demonstrate their learning

5. Participation level: the extent to which a student participates in an activity (e.g. exemption from oral presentation due to speech impediment)

These are some examples of program accommodations for students:

PROGRAM MODIFICATIONS

Students who are working towards an Ontario Secondary Certificate, a Certificate of Completion or a modified, non credit-bearing program may receive program modifications.

We MODIFY the curriculum to meet student needs that are substantially different from the prescribed grade level curriculum. Modifications affect WHAT teachers teach and assess.

NOTE:

Students who are receiving informal Special Education support because they are in the process of formal identification will receive what are referred to as "universal accommodations" - extra time and the option of a quiet, alternative work environment.