Fulton 58 School District
Department of Special Education Newsletter
Accommodations, Interventions, Modifications, and Specialized Instruction…What is the difference?
What exactly is the difference between accommodations, interventions, modifications, and specialized instruction? While a general education student can receive accommodations, interventions, and modifications a special education student can receive those supports in addition to specialized instruction. Are you scratching your head yet? Allow me to explain…
Accommodations change how the content is taught, made accessible, and/or assessed. Accommodations DO NOT change what the student is expected to master. The objectives of the course/activity remain intact. An accommodation is essentially meant to “level the playing field.”
Examples of accommodations are:
Preferential seating
Shortened assignments
Peer-tutoring
Moving obstacles in a classroom so that a student with a wheelchair could navigate the classroom.
Classroom level: seating arrangements, note talking, outline/study guides, tape recorders, etc.
Repeat/confirm directions
Additional time to complete assignment
Audio tape
Reduce the number of items per page or line
Provide a designated reader
Present instructions orally
Allow for verbal responses
Allow for answers to be dictated
Permit response provided via computer or electronic device
Allow frequent breaks
Extend allotted time for tests
Provide a place with minimal distractions
Administer tests in several sessions
Administer tests at a specific time of day
Provide special test preparation
Interventions are multi-tiered, scientifically researched based, individualized differentiated instruction provided to struggling learners that target specific skills in the general education classroom employing the assistance of Title 1 interventionists. Interventions are designed to “ensure the playing field.”
Examples of interventions are:
Mini-lessons of skill deficits
Targeted instruction based on progress monitoring
Additional instruction to students in small groups or individually
Increase task structure (e.g., directions, rationale, checks for understanding, feedback)
Increase opportunities to engage in active academic responding (e.g., writing, reading aloud, answering questions in class, etc.)
Multi-sensory techniques
Familiar Reading activities for fluency
Speed sorts of ABCs, sight words
Build automaticity with known information, letters, words, phonetic patterns
Follow up reading with story frame activities: story summary, important ides or plot, setting, character analysis and comparison
Model metacognition
Utilize pre-reading strategies and activities: previews, anticipatory guides, and semantic mapping
Use reciprocal teaching to promote comprehension and comprehension monitoring: predicting, question generating, summarizing and clarifying
Underline word and phrase clues that lead to making an inference
Echo reading: the student imitates the teacher’s oral rendition, one sentence or phrase at a time
Modifications change how the content is taught, made accessible, and/or assessed. Modifications DO change what the student is expected to master. Course/activity objectives are modified to meet the needs of the learner. Modifications are designed to “create the playing field.”
Examples of modifications are:
Student is involved in the same theme/unit but is provided different tasks/expectations
Individualized materials are provided for student
Eliminate specific standards
Create individualized benchmarks
Specialized Instruction as defined by the Individuals with Disabilities Education Act (IDEA) are adaptations to the content, methodology, or delivery of instruction that 1) addresses the unique needs of a child that results from the child’s educational disability; 2) ensures access to the general education curriculum so that the child can meet the educational standards that apply to all children and, 3) are guaranteed by IDEA and implemented in accordance with the Individualized Education Plan (IEP).
Specialized Instruction can be provided by certified Early Childhood Special Education teachers, Special Education teachers, Speech/Language Pathologists, Occupational Therapists, Physical Therapists, Vision Specialists, Deaf Education Teachers, Sign Language Interpreters, etc.
Where interventions are provided in the general education setting the location of specialized instruction, although typically and historically provided in the special education setting, can be provided in the general education setting. This can occur through the push-in model or co-teaching model of instruction (also known as class-within-a-class) if the IEP team determines this is the least restrictive environment (LRE) that will enable the child to make progress on goals and access the general education curriculum with their same age/grade peers.
Examples of Specialized or Special Education Instruction are:
Specialized Instruction in Reading Comprehension
Specialized Instruction in Written Expression
Specialized Instruction in Math Problem Solving
Specialized Instruction in Emotional Regulation
Specialized Instruction in Functional Academics
Specialized Instruction in Adaptive Behavior
Specialized Instruction in Pre-Academics
Specialized Instruction in Social/Emotional Skills
Specialized Instruction in Problem Solving Skills
Specialized Instruction in On-Task Behaviors
Specialized Instruction in Executive Functioning Skills
Specialized Instruction in Anxiety Reduction
Speech Therapy
Language Therapy
Orientation and Mobility
My ultimate goal was to clarify the difference between accommodations, interventions, modifications, and specialized instruction. My hope is that providing the examples in addition to the explanations and definitions clarified this for everyone. If however, I have further muddied the already murky waters and/or simply raised questions in your mind feel free to contact me via email at jbower@fulton58.org
Upcoming Professional Development / Trainings / Department Meetings
Professional Development opportunity for Paraprofessionals
Topic: Effective Communication Strategies (alternatives to saying no)
When: March 15th 3:30-5:00pm
Where: Central Office
Who: Paraprofessional required to attend this PD have received an email invite and a google calendar invite
Special Education Department Meeting
Topic: Special Olympics
When: March 17th 3:45-4:45pm
Where: FHS Library
Who: Special Education Staff
Professional Development opportunity for Paraprofessionals
Topic: To Be Determined
When: March 22nd 3:30-5:00pm
Where: Central Office
Who: Paraprofessional required to attend this PD have received an email invite and a google calendar invite
Local Area Special Education Administers Meeting (LASE)
When: April 14th 11:30-3:00
Where: Montgomery City public library
Who: Julie Ann Bower, District Process Coordinator, and Karrie Millard, Director of Special Services
Power Up Assistive Technology Conference and Expo
When: April 17-19, 2016
Where: St. Charles, Mo
Who: Julie Ann Bower, District Process Coordinator, will be attending
Special Education Department Meeting
Topic: To Be Determined
When: April 21st 3:45-4:45pm
Where: To Be Determined
Who: Special Education Staff
Special Olympics Track and Field Day
When: May 6, 2016
Where: Hermann, Mo
Who: Athletes, adult supervisors, and student helpers
** More details to come **
Local Area Special Education Administers Meeting (LASE)
When: May 12th 11:30-3:00
Where: Montgomery City public library
Who: Julie Ann Bower, District Process Coordinator, and Karrie Millard, Director of Special Services
Behavior Intervention Specialist Training
When: July 18-20 and August 1-3
Where: St. James, Mo
Who: Corine Tobias, MS Special Education teacher, and Julie Ann Bower, District Process Coordinator
Contact us
Julie Ann Bower, EdS
District Process Coordinator
573-590-8117
Karrie Millard
Director of Special Services
573-590-8000