IEP accommodations vs modifications

If ?you are interested in the difference between IEP accommodations and modifications, please check this out and I am happy to consult or answer questions as well. I have also pasted some helpful accommodations’ tips that you can suggest to teachers at IEP meetings.

Accommodations powerpoint

Helpful Accommodations Tips

• Try?ability grouping Have a few peers that can support the student experiencing weaknesses.
• Provide photocopied notes to avoid having these students copying from the board or chart paper
• Make use of?graphic organizers
• Provide organization tips and let parents know about the organization tips they can use to support these students at home.
• Declutter! If your classroom is cluttered, this can be very distracting for students with needs. Declutter and help students to declutter.
• Provide time management tips and skills. Sometimes it helps to have sticky notes on the student’s desk to remind the student of how much time they have to complete tasks.
• Tracking sheets. Provide a tracking sheet of expected assignments for the week/day.
• Keep lessons concrete. Use visual and concrete materials as much as possible. Use assistive technology when available.
• Provide a buddy and let the buddy know what their role is – supportive.
• Keep instructions and directions ‘chunked’. Provide one step at a time, don’t overload the student on too many pieces of information at once.
• Color code items. For instance, put some red tape on a math text book along with red tape on the math note book.?Color code that help the child with organization tips and that provide information about what is needed.

• Make sure there are visual clues around the room to help.
• Provide extra time for the processing of information.
• Larger size font is sometimes helpful.
• Provide auditory supports to avoid the student from having too much text to read.
• Give repetition and clarification regularly.
• Provide close proximity to the teacher.
• Seat the child away from distractions whenever possible. Think critically about seating arrangements.
• Provide reminders on the desk – taped 100s charts, number lines, vocabulary lists, and word bank lists taped alphabets for printing or writing etc.
• Provide a study carrel or alternate place to work for specific tasks.
• Provide scribing or a peer for scribing when necessary or utilize the speech to text software applications.
• Give ongoing feedback.
• Pay close attention to lighting, sometimes preferential lighting can make the world of difference.
• Provide a ‘chillax’ area, a quiet location to enable the student to ‘chill out or relax’.
• Provide headphones to remove extraneous noises.
• Let the child provide oral responses instead of written where appropriate to demonstrate understanding of concept.
• Provide time extensions as necessary.

Information found on

http://specialed.about.com/od/iep/a/accomod.htm