Equity: Modifications/Accommodations

Quantity:
1. Reduce the number of
social studies terms a
learner must learn at any
one time.
2. Ask the student to be
responsible for knowing
just one presidential
responsibility
3. Reduce the number of
slides the student must
draw.
Time:
1. Individualize a timeline
for completing a task; pace
learning differently for
some students.
2. The teacher or assistant
can work with the student
in advance to assist in
generating ideas to
contribute to the group.
3. The microscope can be
placed at a learning center
for additional practice
during the day.
Level of Support:
1. Assign peer buddies, co-
teachers, volunteers,
teaching assistants, and
tutors, ect.
2. Ask peers to assist the
student to contribute by
giving cues and prompts.
3. Group members can use
hand over hand to assist
the student in drawing the
slides.
Input:
1. Use different visual aids,
plan concrete examples,
provide hands-on activities,
place students in
cooperative groups.
2. Conduct a large group
discussion before assigning
group work. Provide
picture prompts during the
discussion.
3. Ask team members to
provide additional
directions and information
to assist the student.
Difficulty:
1. Allow the use of a
calculator to figure math
problems; simplify task
directions; change rules to
accommodate learner
needs.
2. The student can
brainstorm jobs, then as a
team decide if they are jobs
the president would do.
3. Expect the student to
complete less detailed
drawings. After looking at
the microscope, trace pre-
drawn pictures of the
slides.
Output:
1.Instead of answering
questions in writing, allow
verbal responses, projects,
or demonstration of
knowledge with hands-on
materials.
2. Allow the student to
dictate answers to peers
who can write them on a
team list.
3. Allow the student to tell
a peer what they see
instead of drawing a picture
Participation:
1. In geography, have a
student hold the globe and
mark locations others
have pointed out.
2. The student can be
given the role of
encourager in the group;
this person says positive
things about each
contribution made in the
group.
3. The student can assist
in passing materials to the
group.
Alternate Goals:
1. In social studies, expect
a student to be able to
locate just the states while
others learn to locate the
capitals as well.
2. Ask the student to
recognize a picture of the
President and tell what his
name is.
3. Focus on remaining
with the cooperative
group and using an
appropriate voice level for
the project.
Substitute Curriculum:
1. During a language test
one student is learning
computer skills in the
computer lab.
2. The student can work
on the computer to
practice keyboarding
skills during the lesson.
3. During the lesson the
student may be in the
community learning
functional skills with a job
coach.