Accommodations & Modifications

By: Carmen Willings
teachingvisuallyimpaired.com
​Updated March 13, 2016

What is the difference between accommodations and modifications? A colleague of mine once shared an easy way to remember the difference: "a" comes before "m" in the alphabet. Likewise, accommodations happen before modifications. The following details what accommodations and modifications are:

Accommodations

Accommodations do not reduce grade level standards but rather help provide access to the course content. They do not alter the amount or complexity of the information taught to the student. Accommodations are changes in the program from a way things are typically done so that a student with a disability can have equal opportunity to participate and allow the student to be successful. These changes do not substantially or fundamentally lower or alter the standards.

The purpose of accommodations is to decrease or to eliminate interference from the disability. These accommodations would be tied to district and state testing. Accommodations must be part of the student's ongoing instructional program and not introduce during state-required assessments. When choosing accommodations, they must:

  • Be based on current individualized needs;
  • Reduce the effect of the disability to access the current curriculum;
  • Be specific about where, when, who and how the accommodations will be provided;
  • Include current input from parents, teachers, student, and therapists;
  • Be based on current specific needs in each content area.

Select those that are appropriate and meet the student's needs. Remember each state identifies acceptable or standard accommodations as well as conditional accommodations. Be sure to check with your state's allowable accommodations. Georgia, where I currently teach, has a list of standard accommodations on the Department of Education website. The following is a list of possible accommodations to include in the student's IEP to ensure the student with visual impairments can be successful in the school. Please remember that this should not serve as a checklist. The purpose of an accommodation is to level the playing field and NOT provide an unfair advantage over others. Only identify accommodations that are required for the student to access his or her education. Provide teachers with a list of the student's Unique Visual Needs at the beginning of the school year and update should there be changes.
Changes in the medium used:
  • braille
  • large print
  • audiotape
  • electronic text
  • oral testing/scribing
Changes made in the way materials are presented
  • Copies of overhead projector/smartboard activities to be viewed at his/her desk as needed.
  • The teacher or presenter should verbalize all information as it is written on the board or overhead.
  • Information presented on the board should be in a high contrast color.
  • Use a slant-board to position papers appropriately for reduced visual strain and to avoid glare.
  • The computer screen should be eye level and tilted to avoid glare.
  • Use recorded text as needed.
  • Classroom recording of lectures/instruction by the student.
  • Large Print textbooks/materials.
  • Braille textbooks/materials.
  • Clear, dark copies of worksheets.
  • Use of a reading guide to assist in keeping place while reading and completing worksheets.
  • Present materials against a plain background
  • Use a good contrast background and present on a contrasting tray or mat.
Time requirements:
  • Time and a half or double time
  • Consideration for the student's reading/writing speed
  • Consideration for the time needed to use adaptive equipment
  • Consideration for eye fatigue and scanning ability
Changes in the way students demonstrate learning
  • Modified assignments (when appropriate and needed) to accommodate visual fatigue (extended time and/or shortened amount of assignments).
  • Avoid activities requiring extensive visual scanning.
  • Avoid visually cluttered materials.
  • Allow students to use (bold marker, 20/20 pen, mechanical pencil, or another unique writing tool) to complete assignments.
  • Use of bold line paper.
  • Use of raised line paper.
  • Abbreviated homework assignment (includes all concepts, just fewer items).
  • Shorter written assignment.
  • Oral testing.
Changes in Setting:
  • preferential seating in the classroom for all films, assemblies and demonstration lessons.
  • seated facing away from windows.
  • permission to move about the room as needed to see information presented away from his/her desk.
Changes in the Setting: Environment
  • Avoid glare in general from overhead lights. Consider placing light filters on fluorescent lights.
  • Open and close doors fully (a half-open door can be a dangerous obstacle).
  • Eliminate unnecessary background noise. Consider isolation headphones.
  • Eliminate clutter from the room, particularly in aisles and movement paths.
  • Place materials in consistent places so that students know where particular items are always located.
  • Preferential locker position and locks with keys vs. combination locks.
  • Use of task lighting as needed.

Modifications

Modifications lower the learning expectations and should only be used if this is the only way for the student to be successful. Parents must understand if modifications to grade level standards are being made, their child may be at risk for not meeting graduation requirements. When choosing to modify the curriculum be sure to make decisions:

  • Based on the student's current assessment results of the student's abilities;
  • Based on the student's current skills based on current assessments;
  • Based on the student's emotional well-being;
  • To help the student be successful; and
  • After trying the use of supplementary aids and services.
The following is a list of possible modifications to include in the student's IEP to ensure the student with visual impairments can be successful in the school. Select those that are appropriate and meet the student's needs. 

  • Reducing assignments so a student only completes the easiest problems;
  • Altering assignments to make them easier;
  • Requiring a student to learn fewer materials that are required by the State's academic content standards;
  • Providing help to a student via hints or clues to the correct answers on assignments and tests.

Test Taking

Students who plan to attend college will be required to take standardized tests as part of college admissions criteria. Accommodations for the ACT, PSAT, SAT and AP programs are overseen by Services for Students with Disabilities (SSD), which is part of the College Board, the major nonprofit organization that sponsors pre-college and college admissions tests. College Board requires that requests for accommodations be submitted well in advance. A student must have a documented disability and the student and the school must complete the SSD Student Eligibility Form that must be signed by the parents or guardians.  Family Connect, AFB's website for parents of children with visual impairments, provides more information on these accommodations.
"Materials should be adapted only to the extent necessary for efficient learning. If regular materials can be used in conjunction with environment adaptations or low vision devices, such an approach is preferable to using specialized materials. 
​-J.M. Stratton: JVIB, Jan 1990 (84) 3-5
Picture
This form identifies possible recommendations for accommodations that can be beneficial for students with visual impairments or blindness that have multiple disabilities. Select those that are appropriate for the student. 
Picture
This form identifies possible recommendations for accommodations that can be beneficial for students with visual impairments or blindness that is following the standard course of study. Select those that are appropriate for the student. ​
History of vi
Visual Impairments
Vi organizations & Agencies
VI book resources
VI Professionals
Professionalism
Instructional Planning
Professional Publications
Educational Programming
Individual Learning Differences
referrals
Medical vision exams
fvlma
additional evaluations
service planning
writing goals
compensatory skills
Guiding Principles
​Functional Skills
Community Based Experiences  ​
​​Concepts to Teach ​
Organization & Study Skills ​​
Time Management  ​​
​​​​Virtual Instruction
​Movies & Assemblies
Lectures & Instruction
Board Work (Chalk, White, etc.)
​​Daily Schedule 
Morning Meeting 
Weather Check 
Dramatic Play 
Blocks 
Numbers & Counting
Cranmer Abacus Instruction
Algebra
Geometry & Spatial Sense
Measurement & Data ​
Early Literacy Experiences  ​
​Create Tactual Books
Reading Instruction
​Reading Efficiency ​​
Science Adaptations 
Social Studies Adaptations
​Accessible Educational Materials
​​Individual Schedules & Communication Cards
Adjust Lighting  
Large Print
Optical Devices for Near 
Optical Devices for Distance 
Optical Device Use ​​
​Photocopying
Font Legibility
Increase Contrast
Pictures & Worksheets 
Keyboarding ​Instruction
Word Processing and Shortcuts
​Navigate Computer w/o a Mouse
Braille Code
Braille Instruction 
​Braille Instruction Materials
Writing Braille  
​Summer Reading (braille)
Signature & Handwriting ​​
Nemeth Braille Code
​Tactile Graphics Guidelines
Creating Tactile Graphics
​Tactile Graphics Instruction
​Teacher Made Materials 
​Labeling System
assistive technology
sensory efficiency
independent living
orientation & Mobility
career education
social skills
recreation & Leisure
self determination