Adapting+and+Modifying+the+learning+opportunities

Accommodating or Modifying so All Students are Included in Education

toc Google search on accommodating and modifying for special education students

Worth having a look at some of these websites. mostly very American in focus, but still have some good ideas that can be useful in our contexts.

Definitions of Accommodation and Modification

Sometimes people get confused about what it means to have a modification and what it means to have an accommodation. Usually a modification means a change in what is being taught to or expected from the student. Making an assignment easier so the student is not doing the same level of work as other students is an example of a modification. An accommodation is a change that helps a student overcome or work around the disability. Allowing a student who has trouble writing to give his answers orally is an example of an accommodation. This student is still expected to know the same material and answer the same questions as fully as the other students, but he doesn’t have to write his answers to show that he knows the information.

Lewis Jackson talks about Accommodations and Modifications to enable students to succeed in a general class. He defines these terms as follows: Accommodation: When you’re using the same content but you're just providing fairer access to it. e.g. large print books for visually impaired students Modification: Where you’re actually having to modify what the child learns so they can understand it. e.g. using pictures to help a student retell a story instead of written words Click on this link and find the clip about Adaptations: Design, Applications, and Illustrations which is part way down the page.

Our Shared Suggestions for Accommodating or Modifying activities. (Go to the Strategies page for more material from the internet that looks useful)

Review at end of a topic-what do we know at the end of the topic-show progression of learning || This programme has had significant research in NZ through University of Canterbury, including 2 years of classroom based research in Napier and Hastings. Click here to read the press release about the findings [|Click here] to see a half page summary of the NZ findings This page also has a powerpoint at the bottom with detailed data generated from the research, this includes work with Maori and Pasifika students ||
 * Please add to the list when you have a great idea that could help others.**
 * Mindmap prior-knowledge and experience of the whole class || before and after knowledge recorded in different colours ||
 * Pool of Knowledge || Inner circle is initial knowledge (post it notes). Each additional concentric circle (ripple) shows their additional knowledge as a unit progresses. Interview student and record their thinking for them if necessary
 * Tell a partner what you know about something and the partner will share ||  ||
 * Oral questioning (if appropriate) ||  ||
 * More students creating their own learning story –bringing to life orally or in a written way ||  ||
 * Switch on to spelling || Joy Alcock ||
 * Yolanda Soryl || Phonics training as part of a balanced literacy programme ||
 * Teacher and learner co-constructing a story –works with struggling writers || teacher scaffolds the expectations by writing introductory sentence and further sentences to keep child focused and aware of what is needed. ||
 * Talking around the writing –vital to get learners to talk around writing –not the ‘shut up and write’ model ||  ||
 * Rainbow reading programme ||  ||
 * [|Availll programme -] || Movies with english subtitles to encourage students to read.
 * Online Journals – from Down the Back of the Chair || $60 a year??? ||
 * Some School Journal stories are now available online free || [[image:Screen shot 2012-06-10 at 5.22.15 PM.png width="391" height="310" link="@http://literacyonline.tki.org.nz/Literacy-Online/Teacher-needs/Instructional-Series/School-Journal/School-Journal-audio"]] ||