602 week 8

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School

Touro College *

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MISC

Subject

Information Systems

Date

Jan 9, 2024

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docx

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Uploaded by BaronWolverine3875

1. According to Heumann (2021), accommodations refer to changes in the way a student accesses information or completes a task, while modifications refer to changes in the content or level of difficulty of the task. For example, an accommodation for a student with a visual impairment might be providing them with a digital copy of a textbook, while a modification might be allowing the student to read a simplified version of the text. Similarly, according to the Understood Team (2021), accommodations may include things like extended time on tests, assistive technology, or preferential seating, while modifications may involve changes to the curriculum, such as reducing the amount of reading or adjusting the level of math problems. It is important to note that modifications should be used sparingly, as they can lead to a lower level of academic rigor and expectations for students (Schissel, 2014). Additionally, modifications may not be appropriate for all students with disabilities or learning differences, as many students can meet the same academic standards as their peers with the right accommodations and support. 2. Anderson (2021) notes that the Universal Design for Learning (UDL) framework can be useful for planning accommodations that support diverse learners, including emergent bilinguals with and without disabilities. Accommodations for emergent bilingual students might include providing materials in the student's primary language or using visual aids to support understanding, such as pictures, graphic organizers, or videos. This is something we use in the classroom every day, my students are bilingual, and when playing educational videos I try my best to find ones that present ideas in both English and Spanish. Another

accommodation could be using peer support, allowing the student to work with a bilingual partner, or providing access to a language interpreter or translator. For students with disabilities who are also bilingual, additional accommodations may include assistive technology, such as text-to-speech or speech-to-text software, or modified assignments that account for language proficiency and comprehension levels. Ultimately, accommodations should be tailored to the individual needs of each student to ensure that they can access and engage with the curriculum (Anderson, 2021). 3. According to Anderson (2021), the IEP team might consider modifications to the curriculum for a particular student when accommodations are not sufficient to support their learning needs. Modifications can be made to adjust the content, process, or product of instruction to enable the student to access the curriculum and make progress toward their goals. For instance, if a student with a learning disability struggles with reading comprehension, modifications may include providing simplified texts, audio recordings, or visual supports. Similarly, if a student with physical disabilities has difficulty completing written assignments, modifications may include allowing the use of a scribe, voice-to-text software, or alternative response options such as oral presentations or multimedia projects. The IEP team may also consider modifications when accommodations alone cannot provide the student with equitable access to the curriculum. According to Understood Team (2021), modifications change the expectations for what the student is expected to learn or demonstrate, while accommodations provide support to help the student meet the same expectations as their peers.

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