Accommodations and Modifications: Differentiating Instruction and Promoting Staff Implementation in the Era of High Standards



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Ponder This

    • Discuss.
    • For whom is this adaptation appropriate?
    • Why would we do this in
    • the era of high standards?

In kindergarten, Michelle’s teacher found she needed to frequently repeat the directions for any activity as Michelle was often not listening carefully when they were first given. (____________________)

  • In kindergarten, Michelle’s teacher found she needed to frequently repeat the directions for any activity as Michelle was often not listening carefully when they were first given. (____________________)
  • The teacher also frequently paired Michelle with a diligent worker once seatwork activities began second semester. (__________________________) Sometimes Michelle did not finish her seatwork, so her teacher allowed her to take it home to complete and return the next day. (_____________________)

In kindergarten, Michelle’s teacher found she needed to frequently repeat the directions for any activity as Michelle was often not listening carefully when they were first given. (input A)

  • In kindergarten, Michelle’s teacher found she needed to frequently repeat the directions for any activity as Michelle was often not listening carefully when they were first given. (input A)
  • The teacher also frequently paired Michelle with a diligent worker once seatwork activities began second semester. (level of support A) Sometimes Michelle did not finish her seatwork, so her teacher allowed her to take it home to complete and return the next day. (time A)
  • Activity: Michelle’s Accommodation History

In first grade, Michelle began receiving speech/language services for articulation errors. It was also found that Michelle had minor auditory processing difficulties. Her therapist decided to pre-teach some concepts that would be introduced on the following day, hoping that this would improve her listening skills. (____________)

  • In first grade, Michelle began receiving speech/language services for articulation errors. It was also found that Michelle had minor auditory processing difficulties. Her therapist decided to pre-teach some concepts that would be introduced on the following day, hoping that this would improve her listening skills. (____________)
  • Michelle was purposefully placed next to students with excellent attending skills, as she tended to be quite “chatty” during seatwork. (______________)
  • Activity: Michelle’s Accommodation History

In first grade, Michelle began receiving speech/language services for articulation errors. It was also found that Michelle had minor auditory processing difficulties. Her therapist decided to pre-teach some concepts that would be introduced on the following day, hoping that this would improve her listening skills.

  • In first grade, Michelle began receiving speech/language services for articulation errors. It was also found that Michelle had minor auditory processing difficulties. Her therapist decided to pre-teach some concepts that would be introduced on the following day, hoping that this would improve her listening skills.
  • (input A)
  • Michelle was purposefully placed next to students with excellent attending skills, as she tended to be quite “chatty” during seatwork.
  • (level of support A)
  • Activity: Michelle’s Accommodation History

Sometimes Michelle’s teacher had her come to the front of the room to hold the pointer during large group lessons as this appeared to aid in focusing on the key parts of the lesson, rather than distracting to extraneous details around her. (___________________)

  • Sometimes Michelle’s teacher had her come to the front of the room to hold the pointer during large group lessons as this appeared to aid in focusing on the key parts of the lesson, rather than distracting to extraneous details around her. (___________________)
  • Michelle was noticeably slower than her peers in finishing any written assignment, so her teacher often sent homework to finish and return so Michelle would not miss recess or other fun activities, trying to finish assignments. (___________________________)
  • Activity: Michelle’s Accommodation History

Sometimes Michelle’s teacher had her come to the front of the room to hold the pointer during large group lessons as this appeared to aid in focusing on the key parts of the lesson, rather than distracting to extraneous details around her. (participation A)

  • Sometimes Michelle’s teacher had her come to the front of the room to hold the pointer during large group lessons as this appeared to aid in focusing on the key parts of the lesson, rather than distracting to extraneous details around her. (participation A)
  • Michelle was noticeably slower than her peers in finishing any written assignment, so her teacher often sent homework to finish and return so Michelle would not miss recess or other fun activities, trying to finish assignments. (time A)
  • Activity: Michelle’s Accommodation History

In second grade, Michelle’s reading decoding skills were not up to her peers. Adult classroom volunteers often worked with her to reinforce previous skills (flash card drill, extra oral reading time with adult corrections and quizzes: who, what, where, when). (_________________)

  • In second grade, Michelle’s reading decoding skills were not up to her peers. Adult classroom volunteers often worked with her to reinforce previous skills (flash card drill, extra oral reading time with adult corrections and quizzes: who, what, where, when). (_________________)
  • and (______________________)
  •  
  • Due to her slow acquisition of phonics, Michelle’s teacher decided to reduce the number of spelling words she would study each week from 15 to 10, although the words Michelle learned were the same as her peers.
  • (__________________________)
  • Activity: Michelle’s Accommodation History



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