An accommodation is a way to change an assignment or task, without changing the outcome, such as reading an assignment aloud to a student. The student is still doing the same assignment but the accommodation allows him/her to do it. A modification is a change in an assignment or task that also changes the outcome to some degree. An example is having a student only answer the highlighted questions on a worksheet. A modification is a more significant change than an accommodation.
I agree with Rae Lyn, infact, even the book states that accommodations do not change outcomes, but modifications do because modifications involve a change in the content. They are important for inclusion because our kids can participate and not be held to standards that are out of reach for them.
I chose to answer the question: "Is it ok to work with students who are not special ed" If a para asked me, I would say yes, it is ok. We are in the classroom to support our special ed kids but I think our kids like it when we help the gen ed kids too. They don't feel as singled out and can see that everyone needs help. It also helps foster some independence if we can walk away at times and help someone else instead of sticking to our student like glue. I would make sure the para knew to never ignore our student or help others at our student's expense. Our number one priority is the sped kiddo, not the gen ed kids.
Accommodations are anything that does not change the content but supports the student in it. Modifications are changes to the content depending on the needs of the student. Grading is effected by making modifications to the material. Para's can easily do accommodations but making modifications are left up to the classroom and sped teacher. I choose "I do not feel comfortable in some classrooms because I do not know the subject material". This is one I encounter every year because at the middle school classes are more specialized than at the elementary level. I have a para who loves math and could go to math classes all day- YEA!! So I place her mostly in math, she does have a science class. My other para works very well with the more functional students, so she works with those boys and also has a couple of core subject classes. When I am not teaching I fill in the gaps, I go to a 6th grade science and 8th grade social studies class. It is important to know and work with your para's strengths. I know that is not always possible. I have found that after some time in a particular subject that para will gain knowledge and it becomes easier. My para's know that the needs of the students come first but they also know I will do my best as their supervisor to use their strengths to everyone's benefit!
I agree that we have to work with our paras strengths. I have a para that is wonderful with my behavior kids while my other para has a tendency to set them off. I do also think that spending some time in a class can help a person gain knowledge of the subject and help them feel more confident too.
I also try to keep paras where they are most comfortable. Some are definitely better in certain areas than others. I think it's important that they are happy and confident in what they are doing.
I agree that we have to play to the paras strengths. Even if the paras are very adaptable, situations and students change. Often, this results in paras adapting to a change as well. Luckily, Larrilee and I are great at sharing our paras and our paras are great at adapting as well.
Modifications are a change in the content which will change the outcome. While accommodations are not going to change the outcome just helps assist the student in completing the task. Most of the time when I get new paras they ask "Is it okay to work with students who are not special education students?" I always tell my paras that yes it is okay to work with all students in the classroom whether they are special education or not. I also make sure to tell them that they should not loose focus on our students they come first then the non special education students.
Both accommodations and modifications are changes to curriculum, instructional techniques or the environment. The difference is in the outcome. With an accommodation the outcome is the same as for other students but gotten there in a slightly different way. But modifications can and often cause results in a different outcome.
The question I chose to answer was How do I know if the activity has been adjusted too much or too little? That is the question of everyday. I and the paras are always working for that. I say when in doubt let the students start the process. Check to see where they are at throughout the activity and then and only then add assistance gradually. So if a child is taking a test. Let them read the question first and and then ask them what it said. If they are blank, then either have them read it outloud and then we read it. Then go to the answers and see what they do. Ask them, "what is the next step.' "What did the author say?" THen as they get it celebrate. If still not limit choices and help narrow search in reading to find answers. This to me is always the hard one. Just like letting go and walking away so they can breathe on their own. Giving them the chance to try. I do suggest we monitor or check other students around so our child can think on their own. And we can assist others. But reality I seem to see that our kiddos almost expect us to assist and not expect to use their own gifts. Then I know we have definitely been there too much. Always working on this one.
I think you are correct that we deal with the question How do I know if the activity has been adjusted too much or too litlle everyday. I think that we have to constantly check on them throughout the lesson in order to know how to adjust the lesson. I feel that oral feedback is the best way to do this. When doing things orally you can get a better idea about what they have learned because of restating and ask questions in a different way.
It is hard to know sometimes if the assignment is too hard or if the student is too dependent on us. I think that is something I've really thought about in the last couple of years. It's so important to help them be independent but they have learned to rely too much on a para or teacher, so much so that they don't seem to even want independence.
I would agree with those that differentiate between accommodations and modifications as to whether the outcome is changed. If not, it is an accommodation. If so, it is a modification. As a former gifted facilitator the question of not feeling comfortable in some classrooms because I did not know the subject matter happened often at the high school math level. Although my math skills did improve the longer I accelerated math with some students, I learned right along side them, trigonometry and calculus were totally out of my league. Luckily, the district employed a paraprofessional who lacked one class from having a bachelor's degree in mathematics. Whenever we came across a problem that we could not figure out we asked the para to help us out. The moral of this story is to use the resources around you. Not everyone has the same gifts, but everyone has something to offer.
Both modifications and accommodations create a change for students - however, with an accommodation the outcome is the same for all students, but some arrive at it in a different way. Modifications are different because they involve a change that results in a different outcome. For example, an accommodation may be changing the pace or presentation of material for a lesson, or a change to the environment such as rearranging students or sending one to a quiet area. Another accommodation might be a study guide or breaking assignments into smaller parts. Some examples of modifications are changing the curriculum, grading, assignments, or materials.For instance, a student may be asked to only do odd numbered problems, therefore being graded on half the work. Accommodations and modifications may be helpful to students that are not in special ed also. It is perfectly acceptable to tier lessons for all students using necessary changes to help everyone learn. In fact, including other students in a small group may be a great way to introduce peer tutoring. A student may be able to re-explain the lesson/material to another student in different terms, better than the teacher.
April, I couldn't agree more with your comment about accommodations and modifications being helpful to students that are not in special ed. After all aren't tiered lessons and differentiation what is required in MTSS? It is important for general education teachers to understand this. As special educators we are the models for accommodations and modifications and can lead in our buildings how to accomplish great things.
The question that asked how to tell if the activity has been adjusted toom much or too little seems dificult to nail down. I try to explain to my paras that the students shouldn't be able to blurt out the right answer every time. If they already know the answer, they aren't learning anything. On the other end of the delema is making sure that the kids aren't feeling defeated because the activities are too hard. The paras learn, in time, that there is a happy medium where the kids are challenged, but can still complete the activity with either adaptations or modifications.
An accommodation is a way to change an assignment or task, without changing the outcome, such as reading an assignment aloud to a student. The student is still doing the same assignment but the accommodation allows him/her to do it. A modification is a change in an assignment or task that also changes the outcome to some degree. An example is having a student only answer the highlighted questions on a worksheet. A modification is a more significant change than an accommodation.
ReplyDeleteI agree with Rae Lyn, infact, even the book states that accommodations do not change outcomes, but modifications do because modifications involve a change in the content. They are important for inclusion because our kids can participate and not be held to standards that are out of reach for them.
DeleteI chose to answer the question: "Is it ok to work with students who are not special ed" If a para asked me, I would say yes, it is ok. We are in the classroom to support our special ed kids but I think our kids like it when we help the gen ed kids too. They don't feel as singled out and can see that everyone needs help. It also helps foster some independence if we can walk away at times and help someone else instead of sticking to our student like glue. I would make sure the para knew to never ignore our student or help others at our student's expense. Our number one priority is the sped kiddo, not the gen ed kids.
ReplyDeleteAccommodations are anything that does not change the content but supports the student in it. Modifications are changes to the content depending on the needs of the student. Grading is effected by making modifications to the material. Para's can easily do accommodations but making modifications are left up to the classroom and sped teacher.
ReplyDeleteI choose "I do not feel comfortable in some classrooms because I do not know the subject material". This is one I encounter every year because at the middle school classes are more specialized than at the elementary level. I have a para who loves math and could go to math classes all day- YEA!! So I place her mostly in math, she does have a science class. My other para works very well with the more functional students, so she works with those boys and also has a couple of core subject classes. When I am not teaching I fill in the gaps, I go to a 6th grade science and 8th grade social studies class. It is important to know and work with your para's strengths. I know that is not always possible. I have found that after some time in a particular subject that para will gain knowledge and it becomes easier. My para's know that the needs of the students come first but they also know I will do my best as their supervisor to use their strengths to everyone's benefit!
Carol,
DeleteI agree that we have to work with our paras strengths. I have a para that is wonderful with my behavior kids while my other para has a tendency to set them off. I do also think that spending some time in a class can help a person gain knowledge of the subject and help them feel more confident too.
I also try to keep paras where they are most comfortable. Some are definitely better in certain areas than others. I think it's important that they are happy and confident in what they are doing.
DeleteI agree that we have to play to the paras strengths. Even if the paras are very adaptable, situations and students change. Often, this results in paras adapting to a change as well. Luckily, Larrilee and I are great at sharing our paras and our paras are great at adapting as well.
DeleteModifications are a change in the content which will change the outcome. While accommodations are not going to change the outcome just helps assist the student in completing the task. Most of the time when I get new paras they ask "Is it okay to work with students who are not special education students?" I always tell my paras that yes it is okay to work with all students in the classroom whether they are special education or not. I also make sure to tell them that they should not loose focus on our students they come first then the non special education students.
ReplyDeleteBoth accommodations and modifications are changes to curriculum, instructional techniques or the environment. The difference is in the outcome. With an accommodation the outcome is the same as for other students but gotten there in a slightly different way. But modifications can and often cause results in a different outcome.
ReplyDeleteDot, I really like your definition. It is clear, concise and to the point.
DeleteThe question I chose to answer was How do I know if the activity has been adjusted too much or too little? That is the question of everyday. I and the paras are always working for that. I say when in doubt let the students start the process. Check to see where they are at throughout the activity and then and only then add assistance gradually. So if a child is taking a test. Let them read the question first and and then ask them what it said. If they are blank, then either have them read it outloud and then we read it. Then go to the answers and see what they do. Ask them, "what is the next step.' "What did the author say?" THen as they get it celebrate. If still not limit choices and help narrow search in reading to find answers.
ReplyDeleteThis to me is always the hard one. Just like letting go and walking away so they can breathe on their own. Giving them the chance to try.
I do suggest we monitor or check other students around so our child can think on their own. And we can assist others.
But reality I seem to see that our kiddos almost expect us to assist and not expect to use their own gifts. Then I know we have definitely been there too much. Always working on this one.
Dot,
DeleteI think you are correct that we deal with the question How do I know if the activity has been adjusted too much or too litlle everyday. I think that we have to constantly check on them throughout the lesson in order to know how to adjust the lesson. I feel that oral feedback is the best way to do this. When doing things orally you can get a better idea about what they have learned because of restating and ask questions in a different way.
It is hard to know sometimes if the assignment is too hard or if the student is too dependent on us. I think that is something I've really thought about in the last couple of years. It's so important to help them be independent but they have learned to rely too much on a para or teacher, so much so that they don't seem to even want independence.
DeleteI would agree with those that differentiate between accommodations and modifications as to whether the outcome is changed. If not, it is an accommodation. If so, it is a modification. As a former gifted facilitator the question of not feeling comfortable in some classrooms because I did not know the subject matter happened often at the high school math level. Although my math skills did improve the longer I accelerated math with some students, I learned right along side them, trigonometry and calculus were totally out of my league. Luckily, the district employed a paraprofessional who lacked one class from having a bachelor's degree in mathematics. Whenever we came across a problem that we could not figure out we asked the para to help us out. The moral of this story is to use the resources around you. Not everyone has the same gifts, but everyone has something to offer.
ReplyDeleteBoth modifications and accommodations create a change for students - however, with an accommodation the outcome is the same for all students, but some arrive at it in a different way. Modifications are different because they involve a change that results in a different outcome.
ReplyDeleteFor example, an accommodation may be changing the pace or presentation of material for a lesson, or a change to the environment such as rearranging students or sending one to a quiet area. Another accommodation might be a study guide or breaking assignments into smaller parts.
Some examples of modifications are changing the curriculum, grading, assignments, or materials.For instance, a student may be asked to only do odd numbered problems, therefore being graded on half the work.
Accommodations and modifications may be helpful to students that are not in special ed also. It is perfectly acceptable to tier lessons for all students using necessary changes to help everyone learn. In fact, including other students in a small group may be a great way to introduce peer tutoring. A student may be able to re-explain the lesson/material to another student in different terms, better than the teacher.
April, I couldn't agree more with your comment about accommodations and modifications being helpful to students that are not in special ed. After all aren't tiered lessons and differentiation what is required in MTSS? It is important for general education teachers to understand this. As special educators we are the models for accommodations and modifications and can lead in our buildings how to accomplish great things.
ReplyDeleteThe question that asked how to tell if the activity has been adjusted toom much or too little seems dificult to nail down. I try to explain to my paras that the students shouldn't be able to blurt out the right answer every time. If they already know the answer, they aren't learning anything. On the other end of the delema is making sure that the kids aren't feeling defeated because the activities are too hard. The paras learn, in time, that there is a happy medium where the kids are challenged, but can still complete the activity with either adaptations or modifications.
ReplyDelete