There are different tools you can use to help understand your child’s learning style: Once teachers understand the optimum learning style for the student, accommodations and modifications can be determined to meet the student’s needs. Start with evaluating the student learning styles and the best learning situations for individual students. How do I decide what type of adaptations would help? Accommodations in the Classroom: A Guide To Making Them Real (Inclusive Schools).
Understanding Accommodations (IRIS CENTER).School Modification Ideas for Students Who Receive Special Education Services (PACER).School Accommodation Ideas for Students who Receive Section 504 or Special Education Services (PACER).With modifications, the curriculum itself is modified, what the student learns is changed. With accommodations, students learn the same curriculum, but their individual needs are accommodated, how the student learns is changed. What’s the difference between accommodations and modifications? Also recommended: NICHCY’s Short and Sweet IEP Overview. Technique: Consult CAN DO Descriptors See the CAN DO Descriptors for guidance to establish appropriate objectives for your ELL within the four domains: listening, speaking, reading and writing.Be sure to visit our IEP webpage to see how the PLAAFP statement fit into the IEP process. Creative projects (posters, folded books, other fun ideas to lower anxiety while assessing comprehension and critical thinking).Describing, explaining, summarizing, retelling, paraphrasing.Interviews, oral reports, role plays using visual cues, gestures or physical activity.KWL Charts using pictures or native language.Pictorial products (manipulate or create drawings, diagrams, dioramas, models, graphs, charts label pictures keep a picture journal.Physical demonstration (paint, gesture, act out, thumbs up/down, nod yes/no).Technique: Use alternative assessment strategies for ESL students Provide manipulative objects for the student to use when solving math problems.Tape record material for the student to listen to as he/she reads along.Tape record directions/tests/quizzes for the student.Outline reading material for the student at his/her reading level, emphasizing main ideas.Use a highlighter or marker to identify key words, phrases, or sentences.Reduce the number of problems on a page.Make all or part of the exam oral if applicable.For multiple choice items, eliminate one or two of the possible answers avoid "a, b, and c" or “none of the above”.Do not place extra words in a matching activity.Use fill-in-the-blank procedures rather then essays.Provide students with ideas on test-taking strategies and provide practice.Provide shorter testing times to prevent exhaustion.
Avoid test questions asking for discrete information.Have they shown progress? Have they sincerely made an effort to learn? Have they demonstrated their learning? Technique: Modify the tests you give Instead, measure ESL students by what they can do at any point in time, keeping in mind what they could not do earlier. Standardized tests or even teacher-created tests can’t always measure ESL students’ progress accurately or authentically. Assessment Modifications Technique: Assess ESL students according to what they can do rather than what they cannot do Modifications are changes in courses, standards, test presentation, location, timing, scheduling, expectations, student response and/or other change which is deemed necessary to provide access for a student with a disability to participate in the course, standard or test, but which most critically DOES fundamentally alter or lower the standard or expectation for that student's participation in the course, standard or test. Do you know the difference between modifications and accommodations?Īccommodations are changes in courses, standards, test presentation, location, timing, scheduling, expectations, student response and/or other change which is deemed necessary to provide access for a student with a disability to participate fully, and which most critically DO NOT fundamentally alter or lower the standards or expectations for the course, standard or test.