9 TYPES OF ACCOMODATIONS AND MODIFICATIONS

Quantity
Adapt the number of items or activities the
student is expected to complete prior to an
assessment for content mastery.

Time
Adapt the time allowed and allotted for
learning material, completing tasks, or
testing.

Examples: To help a student master a

learning objective a teacher can
1. limit the number of terms a student has
to master,
2. create more practice material for the
lesson,
3. or chunk the material into small bites.
Input
Adapt the delivery of instruction to the
student.

Examples: To help a student succeed in

mastering content a teacher can
1. create individualized to-do lists for
assignments,
2. allow for more time to complete tests,
3. or make shorter presentations to keep
students attention.
Difficulty
Adapt the skill level, problem types or the
rules of how the student may approach the
work.

Examples: When presenting content material

a teacher can
1. create interesting graphic organizers for
the class to use,
2. turn their static PowerPoint into a Prezi,
3. or prepare hands-on materials for the
students to use while learning.
Participation
Adapt the level of how a student is actively
involved in a task.
Examples: In class a student might be asked
to
1. raise their hand when the group reads
one of their vocabulary words,
2. be the presenter for their small group,
3. or take notes for a student who may be
absent.

Level of Support
Additional personal time spent assisting
students to keep them on task, reinforce
material, or prompt the use of specific skills.
Enhanced teacher-student relationship in an
educational environment.
Examples: When a student needs help
studying for a test a teacher can
1. assign study groups for peer review,
2. recommend a cross-age tutor,
3. or set up a tutoring period after class.
Output
Adapt how the student may respond to
instruction.

Examples: During a vocabulary activity a

student may be allowed to
1. use a dictionary to define words,
2. read in groups to allow for discussion,
3. or shorten the vocabulary list to key
terms.
Alternate Goals
Adapt the expectations or goals of learning
while using the same material. When
routinely used, this is for students with
moderate to severe disabilities.

Examples: Instead of writing answers down

for a quiz the students could
1. create a visual presentation,
2. respond to questions orally,
3. or each take the opportunity to teach a
piece of the material to the rest of the
class.
Substitute/Functional Curriculum
Provide alternative materials and instruction
for a students individual learning goals.
When routinely used, this is for students with
moderate to severe disabilities.

Examples: During Silent Sustained Reading

for the class a student might
1. match important words with pictures,
2. write important words in a sentence,
3. or locate important words in a story.

Examples: During a reading lesson another

student might be learning how to
1. tie their shoelaces,
2. safely use scissors,
3. or write their name on assignments.