ACCOMMODATIONS AND MODIFICATIONS HOW TO
Finally, the chapter focuses on how to decide what accommodations and modifications to implement with particular students, including how to set up a monitoring system and make sure skills are in place so that students with SLD or ADHD are able to benefit from their accommodations and modifications. Next, a review of various academic accommodations and modifications that are commonly used is provided, including whether there is any empirical basis supporting their usage. Once this legal background has been established, differences between accommodations and modifications are discussed. What is an accommodation Changes HOW the student will learn or demonstrate his/her knowledge, keeping content expectations the same Help support access to. Another important law reviewed is Section 504 of the Rehabilitation Act of 1973.
As part of this, the chapter will highlight the classification differences between disorders diagnosed within the schools and those in the medical/clinical world. This includes highlighting specific disability areas that students with specific learning disability (SLD) or attention-deficit/hyperactivity disorder (ADHD) frequently qualify for services. More specifically, the history and process upon which special education services are offered to students with disabilities through the Individuals with Disabilities Education Improvement Act of 2004 (IDEIA) will be reviewed.
If the IEP team decides that a child needs a particular modification or accommodation, this information. This chapter starts with a brief overview of the laws schools must follow that mandate providing services for students with disabilities. Program Modifications or Supports for School Staff.
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