Sustaining Program/ Accommodations and Curricular Modifications

A change in the environment, the structure of the curriculum, or the equipment that enables a person with a handicap to access the material and/or complete the duties allocated to them is referred to as an "accommodation." They make it possible for individuals with disabilities to pursue a conventional academic program. Instructors should be permitted to use the same grading system for students with disabilities as they do for students without disabilities since modifications do not change what is being taught. These are a few examples of accommodations:

• Deaf pupils' need for sign language interpreters; 

• computer-based text-to-speech systems for kids with dyslexia or visual impairments; 

• longer time for pupils with poor fine motor skills, vision issues, or learning difficulties;

• books and worksheets with large print for pupils with vision impairments; and

• Students who use ordinary mice and keyboards can use trackballs and alternative keyboards.

A change in the curriculum can be described as a "modification." When a student with a disability is unable to comprehend all of the material being taught by an instructor, adjustments are made. For an elementary school student with cognitive impairments that limit his or her capacity to comprehend the material in general education classes in which they are involved, for example, assignments might be drastically altered and reduced in number.

Discussion

How well the curriculum is tailored to individual needs frequently determines whether a student with LD or ADHD succeeds or fails. The IEP team employs accommodations and modifications as instruments to this purpose.

Accommodations

With minor modifications to the time, structure, setting, and/or presentation, a student can complete the same tasks as their peers who do not have learning disabilities. A student should have equal access to learning opportunities and an equal chance to demonstrate his knowledge and abilities.

Four categories are used to categorize accommodations:

• Changing the amount of time allocated for learning, completing tasks, or taking tests

• Changing the input: modifying how instruction is given

• Changing a student's ability to respond to instructions is a variation of output.

• Size variation: adjusting the quantity of tasks the learner is required to complete

The supply of notes or outlines, untimed tests, and a smaller number of test questions are a few typical examples of accommodations.

Modifications

Modifications affect one or more of the instructional level, topic, or performance criteria on an assignment, as opposed to accommodations, which do not. Adjustments are adjustments made to the material that pupils are supposed to learn based on their unique learning styles. 

Alternate textbooks, a pass/fail marking option, questions that have been rewritten in clearer language and daily feedback to students are a few examples of adjustments.

Choosing Choices

Consider the following when determining whether changes and accommodations are suitable for your child: 

• Can your kid engage in the activity the same manner her friends do?

• If not, can she complete the same task with modified supplies?

• If not, can she do the same activity using modified standards and resources?

• If not, can she complete the lesson's objectives by working in a small group or with a partner?

• If not, can she perform the same task with sporadic help from an adult?

• If not, can she perform the same task with assistance from an adult?

• If not, might she engage in a different, concurrent activity?