Accommodations, Modifications, and Alternative Programming

Assessment is data collection (Hutchinson, 2017). It refers to sourcing multiple types and pathways of information about a student or group of students, using a variety of tools and techniques. Adapting assessment means giving consideration to what types of information are solicited and how such information is made available. Especially with respect to exceptional learners, educators must find ways to practice assessment through use of differentiated instruction, which in this case often means undertaking changes in expectations, instruction, and assessment. These changes, usually developed through collaborative practice among the school resource team and with the families of students with exceptional needs, are recorded on a formal document known as an Individual Education Plan (IEP).

Learn about individualized education programs, or IEPs, a form of special education to help kids with learning difficulties. Hear from Amanda Morin (2015), a parent advocate on the IEP process, the IEP meeting and more.

Some special education programs offer changes to what is taught, others exclusively to how teaching and learning takes place, while some further offer examples of both. Hear again from parent advocate Amanda Morin (2016) on the difference between accommodations and modifications, and how each one impacts a child's experience in the classroom.

Accommodations: refer to changes in how a student is taught or assessed, but not in what is taught or assessed; the expectations are drawn from the provincial curricula at the student's grade level (Hutchinson, 2017).

 Refers to the teaching strategies, assessment & evaluation strategies, supports and/or services that are required for a student to access the curriculum and demonstrate learning.

 Do not alter the provincial learning expectations for the grade or level of the curriculum.

 Can be classified into the following categories: environmental, physical, academic, organizational, motivational, assessment & evaluation.

 Recorded on the IEP.

 Frequently an accommodation made for one student will benefit the whole class, e.g. highlighting important words in the question being asked in a testing situation; a necessary accommodation for students with organizational or comprehension challenges but a useful focusing strategy for all students.

 removes or lessens the barriers a student faces to provide opportunities for success.

 changes to outcomes or what an individual is expected to learn.

 Allowed for EQAO testing in limited ways: adjustments to the environment, time allowed, format of the test, format of responses

 significant changes related to the specific content, level of skills, or number of skills required by the program

 supports Ministry expectations

 As of September 1, 2005, the IEP box on the provincial report card is NOT checked off for a student whose program in the specific subject is only accommodated.

 Evaluation not recorded on the IEP.

Modifications: refer to changes to what is taught and what is assessed, with the expectations drawn from a different grade level, higher or lower (Hutchinson, 2017).

 Refer to changes made to the content of the learning expectations that are different from the age and/or grade placement of the student.

 Alter the grade level learning expectations from the provincial curriculum.

 More restricted lists of modifications are available when compared with the numerous possibilities that exist for accommodations. However, a program that is modified will likely also require accommodations.

 Recorded on the IEP; accommodations can also be made to support modifications.

 Made for a student at any grade level.

 Made for a student in any elementary grade; however, only has minimal application for credit granting courses at the secondary level.

 If learning expectations are significantly altered in a credit course, the integrity of the course is compromised, i.e. a different course is being delivered, e.g. academic course may now become applied in a subject area.

 changes to the number and/or complexity of the grade-level learning expectations.

 not allowed for EQAO testing.

 change to a classroom environment or delivery method that permits an individual to participate in the classroom process and the task.

 derived from Ministry expectations.

 Check the IEP box on the report card and state that: "(Student Name) is working on an individual program that varies from grade level expectations" in the comment section for modified programs.

 Evaluation not recorded on the IEP unless the IEP is used as the report card for students whose program is derived from Alternate curriculum.

Alternate expectations, programs, and assessment: this strand of learning helps students acquire knowledge and skills not represented in provincial curricula.

Alternative expectations refer to expectations that are related to development of skills deemed essential to learning in areas not represented in the current Ontario curriculum policy documents. Examples of such skill areas include orientation and mobility training, life skills, social skills, and anger management, etc. Alternative expectations should represent a specific program that has been designed for delivery to the student. A representative sample of the alternative expectations for each skill area outlined for the student must be recorded in the student’s IEP.

Teaching social skills is a very important part of supporting students in schools. Students with social skills challenges, such as Autism Spectrum Disorder, often benefit from alternative programming, or programs of learning that specialize in developing skills that lie outside the regular provincial curriculum.