SPECIALLY DESIGNED INSTRUCTION, ACCOMMODATION OR MODIFICATION????

These terms can be confusing, and are often unintentionally used interchangeably by even the most seasoned educators. However, they are very different, and it is important that all staffunderstand the differences, and use the terms, and practices, appropriately.

SPECIALLY DESIGNED

INSTRUCTION:Specially designed instruction is a required component of special education. From Ohio’s Operating Standards for Students with Disabilities: “Specially designed instruction” means adapting, as appropriate to the needs of an eligible child under this rule, the content, methodology, or delivery of instruction: (a) To address the unique needs of the child that result from the child’s disability; and (b) To ensure access of the child to the general curriculum, so that the child can meet the educational standards within the jurisdiction of the school district that apply to all children.It is targeted to address an area of need. It does not replace, but supports mastery, of the core curriculum.

ACCOMMODATION:An accommodation is intended to help the student fully access the general education curriculum without changing the instructional content. Accommodations change the conditions. Accommodations can be provided for presentation of content, for response of student, for time, and for setting.

MODIFICATION:A modification changes the expectations of what a student is expected to know or do—typically by lowering the academic expectations against which the student is to be evaluated. Modifications change the scope, depth, breadth or complexity of content. Modificationscan increase the gap between the achievement of the student and proficiency at a particular grade level.

In MOST cases, if an accommodation or modification is being used, an intervention/specially designed instruction must be in place to provide instruction and support to the student in order to strengthen the concept or skill for which the accommodation or modification is needed. Specially Designed Instruction targets a skill to be addressed. Accommodations and modifications bypass the skill deficiency.

B Gentille Green, 2015

EXAMPLES OF SPECIALLY DESIGNED INSTRUCTION, ACCOMMODATIONS AND MODIFICATIONS

SKILL/PROBLEM AREA / INTERVENTION/SPECIALLY DESIGNED INSTRUCTION / ACCOMMODATION / MODIFICATION
Inability to read grade level text / Direct instruction using multi-sensory experiences,practice in decoding, vocabulary development using visual representations of words and multiple opportunities to respond. / Providing the student with the material to be read on a tape/CD / Giving the student reading material at a lower grade level
Slow reader / Oral reading practice daily, with feedback and student tracking his progress / Allowing the student extra time to read the material / Giving the student less content to read
Decreased memory of math facts / Short, daily practice in math operations, with mnemonics to help with memory of facts / Allowing the student to use a calculator / Not allowing student to move onto higher level math concepts until math facts are mastered
Inappropriate social interactions with peers / Teach, model how to start and maintain conversations with peers, provide direct feedback to student on performance / Adult monitoring of student in peer situations in order to intervene if problem arises / Not allowing student to be with peers
Difficulty getting homework finished / Teach strategies to develop study/organizational skills, including using technology for reminders, review homework expectations to make sure student understands concepts within homework / Giving student fewer problems within a concept (ie: fewer number of each type of math problem) / Giving student fewer problems, without regard to concept (ie: having student do only problems 1 – 10, which results in student only doing addition and subtraction problems, but not multiplication problems)
Difficulty with written expression / Direct instruction in writing skills such as the use of planning strategies, instruction and use of rubric to insure inclusion of all components of writing / Writing fewer sentences in paragraph, but covering all components of writing / Oral responses to all extended response questions