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The purpose of this workshop is to provide educators with a comprehensive understanding of assessment modifications and accommodations for students in special education and English Language Learner (ELL) programs. This paper aims to discuss the difference between modification and accommodation, best practices for accommodating students with special needs and limited language skills, and specific examples of presentation, response, setting, timing, and scheduling accommodations.

Difference between Modification and Accommodation:

Modification and accommodation are both approaches used in adapting educational content to meet the needs of students with diverse learning abilities. Modification involves changing the curriculum or assignment requirements, whereas accommodation involves adjusting the instructional and testing environment to facilitate a student’s access to the same material. It is essential to distinguish between modification and accommodation to ensure that students receive appropriate educational services that are consistent with their individualized education plan (IEP).

Best Practices for Providing Accommodations:

Accommodations are necessary to provide equal educational opportunities for students with special needs and limited language skills. The following are best practices for providing accommodations to students:

Presentation accommodations: Presentation accommodations refer to ways in which information is presented to students. This type of accommodation is particularly important for students with special needs and limited language skills who may require alternate methods of instruction to fully comprehend the material being presented.

Some examples of presentation accommodations include providing visual aids such as graphs, charts, or diagrams, using manipulatives or models to demonstrate concepts, or providing written transcripts or translations of spoken information. In addition, providing students with multiple ways of accessing information, such as through video or audio recordings, can be beneficial.

For students with visual impairments, presentation accommodations may include the use of Braille materials, enlarged print, or audio books. For students with hearing impairments, presentation accommodations may include sign language interpreters or captioned videos.

It is important to note that presentation accommodations should be based on the individual needs of each student, as what may work for one student may not be effective for another. By providing appropriate presentation accommodations, educators can help to ensure that all students have equal access to the material being presented, regardless of their individual learning needs.

Response accommodations: Response accommodations are adjustments made to the way a student communicates their understanding or response to a task. These accommodations are particularly important for students who may have difficulty expressing their knowledge or who have challenges with fine motor skills that make it difficult to produce written responses.

Some common examples of response accommodations include providing students with the option to use assistive technology, such as speech-to-text software or word prediction software, to complete written assignments or tests. Students may also benefit from the use of a scribe, who can write or type their responses on their behalf, or from the use of a calculator or other assistive device.

For students who have difficulty with oral communication, response accommodations may include the use of sign language interpreters, written notes or responses, or the use of assistive technology that converts spoken language into text.

As with presentation accommodations, it is important to individualize response accommodations to meet the unique needs of each student. By providing appropriate response accommodations, educators can ensure that all students have an equal opportunity to demonstrate their knowledge and understanding of the material being taught.

Setting accommodations: Setting accommodations refer to changes made to the physical or environmental conditions in which a student is learning or taking an assessment. These accommodations are particularly important for students who may be easily distracted or who require a quieter, less stimulating environment in order to focus on their work.

Some common examples of setting accommodations include providing a separate testing area for students who are easily distracted or who require a quieter environment, adjusting lighting or temperature to better accommodate a student’s needs, or providing noise-cancelling headphones to minimize auditory distractions.

For students who require assistive technology or adaptive equipment, setting accommodations may include providing access to those devices in a designated location or ensuring that the environment is set up to accommodate the use of those devices.

It is important to note that setting accommodations should be tailored to meet the individual needs of each student. For example, some students may require a very quiet environment, while others may benefit from the use of soft background music to help them focus. By providing appropriate setting accommodations, educators can help to ensure that all students have an equal opportunity to learn and succeed in the classroom.

Timing accommodations: Timing accommodations refer to adjustments made to the amount of time that a student is given to complete an assessment or task. These accommodations are particularly important for students who may require extra time to process information or who have difficulty with time management.

Some common examples of timing accommodations include providing extended time on tests or assignments, breaking tasks or assignments into smaller, more manageable parts, or allowing for frequent breaks during longer tasks.

It is important to note that timing accommodations should be based on the individual needs of each student. For example, some students may require a significant amount of extra time to complete a task, while others may benefit from smaller, more frequent breaks throughout the task.

Additionally, it is important to ensure that timing accommodations do not compromise the integrity of the assessment or task. For example, if a timed test is designed to assess a student’s ability to work quickly under pressure, providing extended time may not accurately reflect the student’s abilities.

By providing appropriate timing accommodations, educators can help to ensure that all students have an equal opportunity to demonstrate their knowledge and understanding, regardless of their individual needs related to processing speed or time management.

Scheduling accommodations:Scheduling accommodations refer to adjustments made to the time of day or frequency of instruction or assessments. These accommodations are particularly important for students who may have medical appointments or therapy sessions that conflict with regular class schedules, or who may require more frequent breaks throughout the day.

Some common examples of scheduling accommodations include adjusting the time of day that instruction or assessments take place, providing additional breaks throughout the day, or scheduling instruction or assessments on alternative days to avoid conflicts with medical appointments or therapy sessions.

It is important to note that scheduling accommodations should be based on the individual needs of each student. For example, some students may require more frequent breaks throughout the day to maintain focus and attention, while others may benefit from a consistent routine and schedule.

Additionally, it is important to ensure that scheduling accommodations do not compromise the integrity of the instruction or assessment. For example, scheduling an assessment at a different time of day may be appropriate for a student with a medical condition that affects their ability to focus, but it may not be appropriate for an assessment that is designed to assess a student’s ability to work under time constraints.

By providing appropriate scheduling accommodations, educators can help to ensure that all students have an equal opportunity to participate in instruction and assessments, regardless of their individual needs related to scheduling.
Examples of General Accommodations:

Presentation accommodation: A student with visual impairments may require Braille materials, enlarged print, or audio books.

Response accommodation: A student with fine motor difficulties may require a scribe or computer to complete written assignments or tests.

Setting accommodation: A student with Attention Deficit Hyperactivity Disorder (ADHD) may require a quiet or less-distracting environment.

Timing accommodation: A student with a learning disability may require extended time to complete assignments or tests.

Scheduling accommodation: A student with a medical condition may require flexible scheduling or frequent breaks to manage their symptoms.

Conclusion:

In conclusion, the effective use of assessment modifications and accommodations is essential to providing a quality education to students with special needs and limited language skills. Educators should be knowledgeable about the difference between modification and accommodation, best practices for providing accommodations, and specific examples of presentation, response, setting, timing, and scheduling accommodations. By implementing appropriate accommodations, educators can create a supportive and inclusive learning environment that meets the unique needs of all students.