MOST students with learning differences need some accommodations or modifications to their educational program in order to be successful in school. While some students with LD receive instruction as part of a pull-out program exclusively for identified students, the majority participate in the general curriculum as part of an inclusion program. (This means the kids with LD stay with all of their peers and do not go off to a resource room for specialized, isolated, LD instruction.) We will provide you with a basic understanding of what these terms mean and why they ARE fair. We’ll also give you detailed examples of accommodations and modifications that you can print out and share with your child’s teachers &/or colleagues.

What is the difference between an accommodation and a modification to the curriculum? Is a compensation the same thing?

Do you have a list of accommodations and modifications that I can look at to help me decide what might best help my LD child?

What is the best way to go about getting the necessary accommodations and modifications in place for my child in his/her classroom?
(This section includes some information on IEP’s, 504’s, and the legal aspects of getting accommodations in place for children with dyslexia & related learning differences.)

Where can I learn more about Section 504 and IEP’s?

Should my child be included in the decision making about accommodations?

What about the other kids and teachers who say “It isn’t fair” to make these adjustments for my child? How can I convince them it IS very appropriate?

As a parent of a child with dyslexia, I’ve been told by school professionals that “we can’t and don’t have to provide accommodations in a regular classroom.” Is this true?

What is the difference between an accommodation and a modification to the curriculum?

While the Individuals with Disabilities Education Act (IDEA) and its regulations do not define accommodations or modifications to the curriculum, there is some agreement as to what they mean. If in doubt, we recommend asking your child’s teacher(s)/administrator(s) exactly how they define the terms.

Accommodations provide different ways for kids to take in information or communicate their knowledge back to you (usually teachers) .It is important to emphasize that children with learning differences are very intelligent and CAN learn the same material but in a different way. Putting accommodations in place is a way to make sure kids have equal access to the curriculum and a way to be successful!

Generally, the accommodations, or changes, do not alter or lower the standards or expectations for a subject or test. This remains the same for all students. However, accommodations allow the student with LD to complete the same assignment, but with a change in timing, formatting, setting, scheduling, method of response, and/or presentation. Accommodations sometimes include the addition of educational tools to compensate for the differences in learning.

Examples of accommodations might include the following: a student with auditory discrimination issues might complete certain key assignments in a room where it is very quiet; a student who is severely dyslexic might have the test read aloud to her and/or have an opportunity to clarify answers orally if there is some question on any unusual answers- this allows for the likelihood that a word or phrase was misread; students with dysgraphia &/or dyslexia who find it difficult to quickly provide written responses as they’re too worried about how to form letters, spell, or punctuate properly, might very well prefer to provide their answers orally- particularly on tests; finally, students with dyslexia or short-term memory problems who do not remember mathematical facts but are very good conceptually might use a calculator to assist in completing their work.

Accommodations such as these and those that follow can and should be made to allow the child with LD to be on a level playing field and have the same opportunity for success as their non-LD peers!

On the other hand, modifications mean that the curriculum (assignments) are changed quite a bit. Adjustments are actually made to the original test or assignment so that the LD student can experience success. When modifications are made, kids with learning differences are not generally expected to meet the same standards as others in the classroom.

Examples of modifications might include the following: a child with dyslexia who is in the process of receiving scientifically proven remediation for reading (such as an Orton-Gillingham or Wilson reading program) may have his spelling list consist of only words from his particular reading program level and not complete the assignments from the standard Spelling book; a fifth grade student with dyscalculia (difficulty with math) may still be working from a 3 rd grade math book rather than learning fractions and decimals with the rest of his class; a dyslexic student with difficulty expressing himself in written work but who excels in art may turn in a detailed illustration of an event in history, rather than completing a written assignment detailing the same event.

Finally, compensation(s) is another term that is sometimes used interchangeably with accommodations and modifications. It is similarly related. Basically, when modifications are made for a child, it is to compensate for a difference in his/her style of learning. By compensating for a weakness in one area, a change is being made in the academic setting (usually a modification) to allow the child to utilize his/her strengths to better absorb or communicate their knowledge.

Do you have a list of the many types of accommodations and modifications that I can look at to help me decide what might best help my LD child?

We sure do! The mission of The Learning Brook is to provide “trusted information, guidance and support… by providing resources… .” Rather than re-invent what is already out there & proven, we’ve assembled what we feel are the best resources on this, and many other, topics. Below you will find just some examples of the various changes that can be made for your child. One of the most complete & valuable lists, however, comes from Families and Advocates Partnership for Education (FAPE), Fact Sheet #27, School Accommodations and Modifications , from the PACER Center in Minneapolis , Minnesota . The PACER Center also has several publications and audio-visual materials that may be of interest to you and they are offered at minimal cost. To learn more about what they offer, visit their website: www.pacer.org

Every parent of an LD child should have a copy of this resource and use it to determine additions/changes to their child’s educational plan. Teachers also find it very helpful in planning on how to best meet the needs of students they know learn differently. Readers are encouraged to copy and share this information, but please credit PACER Center .

WAYS to MODIFY PRESENTATION, MATERIALS, ENVIRONMENT, and STUDENT DEMANDS to help students with Learning Differences*

  1. Allow student to obtain & report information utilizing: cassette recorders, dictation, laptop computer, calculators, &/or fact sheets.

  2. Encourage use of books on tape, which includes textbooks.

  3. Provide study guides well in advance of tests.

  4. Do not penalize for spelling errors in content area classes.

  5. Give tests orally &/or allow student to provide answers orally.

  6. Let student select the place which is best for him/her to study.

  7. Use checklists & graphic organizers.

  8. Have LARGE PRINT books available.

  9. Provide consistent review of any lesson before introducing new information and summarize key points at the end.

  10. Provide calculators to students who have trouble memorizing facts.

  11. Reduce amount of work or length of assignment, as opposed to allowing more time.

  12. Avoid assigning large amounts of written work.

  13. Provide a scribe for those who have extreme difficulty writing.

  14. Avoid pressures of speed (timed tests) and accuracy.

  15. Provide student with copy of lecture notes- produced by teacher or using carbonless paper, from another student.

  16. Reduce or eliminate board work and text book copying; provide the written work to the student.

  17. Worksheets should be clear, neat, and well-defined.

  18. Hand out typewritten directions to supplement verbal directions.

  19. Paraphrase material using similar language to emphasize.

  20. Reduce the amount of extraneous noise in the room.

  21. Utilize as many visual aids as possible to supplement verbal information.

  22. Use manipulatives & hands-on activities as often as possible.

  23. Space practice & drill sessions over time.

  24. Devise a plan with students to let them know if you are going to call on them to provide an oral answer in class & then allow a few extra seconds for processing.

FACT SHEETS to READ and DOWNLOAD PRINTED COPIES :

NOTE: If you do not have Adobe Acrobat Reader, click on the icon and you can download this now, FREE, to your computer. After installing, you will be able to read and print the comprehensive list and any other PDF files on our website.

“School Accommodations and Modifications”, from the PACER Center , Minneapolis , Minnesota . This is a very comprehensive list. CLICK HERE to DOWNLOAD PDF Version.

“Making Modifications in the Classroom: A Collection of Checklists” , from the Arlington County Public Schools in Arlington , VA click on the following link: http://www.ldonline.org/ld_indepth/teaching_techniques/mod_checklists.html Be sure to print an extra copy to share!

“20 Ways to Examine Test Modifications”, from PRO-ED, can be found at: http://www.ldonline.org/ld_indepth/teaching_techniques/exam_test_modifications.html

SchwabLearning.org offers the following articles and informational pages:

“ General Education Accommodations”
http://www.schwablearning.org/articles.asp?r=77

“Accommodating All Learners” http://www.schwablearning.org/Articles.asp?r=490

Still curious about possibilities of things you can ask for to help your child in the classroom? There are also books & videos available that offer great explanations, checklists, and suggestions about getting your child the help he needs.

BOOKS

“Helping Adolescents with ADHD & LEARNING DISABILITIES: Ready-to-Use Tips, Techniques, and Checklists for School Success”, by Judith Greenbaum, Ph.D. and Geraldine Markel, Ph.D, from The Center for Applied Research in Education. This book is filled with practical strategies, tips, & tools for helping kids/teens develop the understanding and skills they need to succeed emotionally, socially, and academically. It’s great for parents and teachers as well. What’s nice with this book is the fact the authors grant permission for individual educators to reproduce pages for classroom use. ISBN# 0-13-016778-9

“How to Reach & Teach Children & Teens with Dyslexia” by Cynthia M. Stowe, M.Ed.,is also from the Center for Applied Research in Education. This book is a wonderful Parent and Teacher Guide that will help students of all ages academically, socially, and emotionally. ISBN# 0-13-032018-8

“Teaching Kids with Learning Difficulties in the Regular Classroom” by Susan Winebrenner is a book full of strategies and techniques every teacher can use to challenge and motivate struggling students. This book has over 50 reproducible forms and handouts. ISBN# 1-57542-004X


“Understanding Learning Disabilities: A Parent Guide & Workbook”, produced by The Learning Disabilities Council, contains a wealth of information that will help parents overcome the obstacles their child with LD may face at school, at home, and in adult life. Chapter 4 on IEP’s is particularly valuable as it walks parents through the entire process. It details the Public Schools’ Role AND PRIVATE SCHOOLS’ role in referral, evaluation, eligibility, & the IEP or Service Plan development. ISBN# 0-912752-67X

WEBSITES

The following websites have a great deal of trustworthy information on providing children with the best educational experiences - from accommodations to self-esteem, you’ll want to check these out!

VIDEO(S)

“Classroom Accommodations for Dyslexic Students” A one-hour video (part of a series of 3) for parents, relatives, teachers and other professionals, featuring Susan Barton. This video from Bright Solutions for Dyslexia, LLC, founded by Susan Barton is very enlightening. You’ll learn:

The video is accompanied by a lengthy handout that summarizes key points. To learn more and to order the video contact Bright Solutions for Dyslexia: www.dys-add.com or call (408) 559-3652 or e-mail: brightsol@aol.com

What is the best way & best time to go about getting the necessary accommodations and modifications in place for my child in his/her classroom? (This section includes some information on IEP’s, 504’s, and the legal aspects of getting accommodations in place for children with dyslexia & related learning differences.)

Accommodations can and should begin in the early grades. Once you notice that your child is struggling, and he/she is expected to write, to complete class assignments and homework, and take formal tests- including standardized tests, you should give serious consideration to requesting accommodations. Often this is as early as 1 st and 2 nd grade. The earlier intervention starts, the better off your child will be!

Some indicators that it may be time to get accommodations in place include:

The best way to get accommodations and modifications in place for your child is by establishing a good working relationship between you (parents) and the school professionals. It is in working together as a team that your child will receive the best possible education, in school and out. It can be as simple as “ask and you shall receive.” There are some general education teachers in public and private schools that agree, informally to make accommodations for children in their classes, but this is generally not the case.

Often, the team of school professionals will want to know what specific problems your child has and they may suggest formal testing to identify (or rule out) a learning difference. Likewise, more often than not parents are the ones to first notice their child struggling and parents request an evaluation from the school. Either way, this is a good thing. To learn all about testing and evaluations, CLICK HERE to go to our TESTING page.

It is NOT a necessity that your child be formally identified as “learning disabled” to get the assistance you request, but most often when accommodations and modifications are started, it is because of a recent identification of a specific learning disability (by schools) or dyslexia (by a diagnostician outside of the schools).

NOTE: The following information is more specific to parents of children in public schools, who HAVE already been identified with a learning difference- either through the schools or by an outside evaluator.

The easiest way to make sure your child will receive the necessary help he is entitled to, is by actually having the accommodations and modifications you are requesting written directly on his IEP or 504 plan. For those who may be uncertain on what these two legal plans are- IEP’s and 504’s*, we will give a general overview here. Basically, when a child struggles with academics in school, the school will refer him for testing to determine if there is a cause for such struggles, such as a learning difference. Sometimes, schools will not/do not see the need for an evaluation, in which case a parent may request the evaluation, in writing, and the school MUST then complete a full evaluation.

* (For specific and detailed information about these 2 documents, refer to the following question and resources noted below).

Once it is determined that your child does have a learning disability, most likely dyslexia, or ‘specific reading disability’ as schools often tend to call it, then the law requires the school to provide your child with an IEP or Individualized Education Plan, in accordance with P.L. 94-142, also known as IDEA or Individuals with Disabilities Education Act. It is here, in the IEP, that you want to make sure the necessary accommodations and modifications are spelled out and included, in writing.

Your child’s IEP is a legal document and should consist of the following :
(List from LDA’s Advocacy Committee)

A third scenario would be the school tests the child, but does not find an actual learning disability and tells you he/she does not qualify for special education services, even though he may be reading several grades below his grade level or even seen a specialist who has diagnosed dyslexia.. in which case the team may agree (and/or you as the parent, continue to advocate on your child’s behalf and convince them what you KNOW is true) that there are clearly learning difficulties that still need to be addressed.

Quite often in these instances, a child is placed on a 504, which derives its name from Section 504 of the Rehabilitation Act of 1973 which applies to persons with disabilities. Basically, it is a civil rights act which protects the civil and constitutional rights of persons with disabilities. Under section 504 a student is eligible for these legal safeguards if he meets the definition of “qualified handicapped person.” The student is NOT required to be found in need of special education services by the school in order to be protected. The accommodations and modifications that the team determines would be best for your child essentially make up his/her 504 plan.

Where can I learn more about Section 504 and IEP’s?

Great question. While we’ve provided an overview, we are not a legal organization nor do we specialize in this area. Our mission is to promote awareness about your/your child’s rights and to provide you with enough information to get you moving in the right direction. There are several avenues you can take to learn much more about what your child is entitled to and what to do if he/she is denied an appropriate education.

WEBSITES:

For much more about IEP’s and 504’s, we encourage you to visit the following websites who specialize in all aspects of special education law:

Other excellent websites that focus on legal aspects of education include:

Center for Children’s Advocacy - www.kidscounsel.org
Council of Parent Attorneys & Advocates - www.copoaa.net
Family & Advocates Partnership for Education - www.fape.org

BOOKS:

“Wrightslaw: Special Education Law” by Peter W.D.Wright and Pamela Darr Wright. This book teaches you how to use the law to your child’s benefit. The laws governing special education can be overwhelming and confusing. As a parent, you MUST advocate for your child with dyslexia or other disability. ISBN# 1-892320-03-7

This book will help you understand:

“The Complete IEP Guide: How to Advocate for Your Special Ed Child” by Attorney Lawrence M. Siegel. This comprehensive book will walk you step-by-step through the IEP process and help you with every aspect. This book also includes MANY different forms and extensive appendices, as well as a list of over 125 organizations/groups to help you with your particular needs. ISBN# 0-87337-607-2


“Understanding Learning Disabilities: A Parent Guide & Workbook”, produced by The Learning Disabilities Council, contains a wealth of information that will help parents overcome the obstacles their child with LD may face at school, at home, and in adult life. Chapter 4 on IEP’s is particularly valuable as it walks parents through the entire process. It details the Public Schools’ Role AND PRIVATE SCHOOLS’ role in referral, evaluation, eligibility, & the IEP or Service Plan development. ISBN# 0-912752-67X

FACT SHEETS to READ and DOWNLOAD PRINTED COPIES:

CLICK HERE to download a PDF Fact Sheet “Getting the best IEP for your Child” from the International Dyslexia Association.

To download a PDF Fact Sheet, “A Guide to Section 504: How it Applies to Students with Learning Disabilities & ADHD,” from LDA- Learning, CLICK HERE.

“Developing 504 Classroom Accommodation Plans: A Collaborative Systematic Parent-Student-Teacher Approach”, can be found at: http://www.ldonline.org/ld_indepth/teaching_techniques/504_plans.html

SchwabLearning.org offers, “A Parent’s Guide to Section 504”
Click on the link for your free copy: http://www.schwablearning.org/print_resources.asp?type=articles&r=777

You can also get contact information for various legal groups by CLICKING HERE and going to our RESOURCES & MORE page. You will find local, state, and national organizations that can help.

Should my child be included in the decision making about accommodations?

ABSOLUTELY, you should include your child in discussions and IEP meetings where decisions are being made about his/her future. After all, who knows better what is needed than your child who lives with the learning difference. Often, in an attempt to ‘spare’ the child, he is left out of this process. The reality is, he is keenly aware of every struggle & frustration and wants nothing more than to reduce the frustrations so his abilities can shine through. Ask your child what accommodations he feels would be helpful in the classroom. The student really is the best resource and will likely offer the most valuable insight about a specific situation our condition. Listen to what he has to say and develop a plan that takes this into consideration.

Regarding age, children as young as elementary grades should be included in/at their IEP meetings. Research supports that there is greater benefit to the child when he is included in the decision making process. Remember, it is the child who may well offer the greatest insight. It is never too soon to begin preparing your child to advocate on his own behalf, which is what expected by late middle school and high school.

What about the other kids and teachers who say “It isn’t fair” to make these adjustments for my child? How can I convince them it IS fair and just?

It is a shame that the issue of “fairness” still comes up in so many classrooms. We will do our best to explain this and if each person reading our website will help promote awareness and truth about dyslexia and learning differences by repeating what they read here, we will all help dispel the myths.

Rick Lavoie, nationally acclaimed learning disabilities expert, says it best and often, “Fair does NOT mean the same.” When adults (or children) question fairness, there is an underlying assumption that fairness and equal treatment mean the same as “the same treatment.” However, being treated the same generally does not mean being treated fairly.

FAIR means providing each student with what he/she needs, and is legally entitled to, to have a chance to succeed. A disability, such as dyslexia, inherently puts a student at a disadvantage in comparison to other students in class. Providing accommodations for the particular limitations (such as faulty wiring in the brain resulting in poor reading or inability to recall basic facts) is meant to minimize the disability and to “even out the playing field”- or to provide an equitable environment for the student with LD. When accommodations are put in place there is a much greater likelihood that the student’s knowledge is being tested, not their disability. Students are able to demonstrate their Ability, minimizing their functional limitations to the greatest extent possible.

Therefore, not only is it fair, it is considered UNFAIR to the child with LD to not provide the accommodation(s).

Additionally, the accommodations necessary for students with learning differences are unlikely to aid a non-disabled student. For example, one of the most frequently requested accommodations is for additional time to complete tests. Several studies have shown that giving additional time to non-disabled students will not affect their performance on an exam. However, LD students receiving additional time consistently perform better.

WEBSITES:

One of the best websites to spend some time reading is Rick Lavoie’s. Rick is a phenomenal educator and speaker who has decades of experience working directly with kids in the learning disabilities field. His resume is impressive and his insights even more-so! He is keenly attuned to children and families living with learning differences and advocates tirelessly on behalf of all. He does an excellent job of tackling the “fairness” issue. To read his philosophy, keynote addresses, and more go to:

Rick Lavoie also has several, excellent videos on learning disabilities. (Below)

VIDEOS:

“How Difficult Can This Be? The F.A.T. City Workshop” is Rick Lavoie’ s best-known video and a must see for every parent and teacher of kids with learning differences. In this video workshop, Lavoie leads a group of parents, educators, psychologists, and children through a series of exercises that cause Frustration, Anxiety, and Tension…feelings all too familiar to children with learning differences.

Lavoie lets us see the world through the eyes of an LD child. At the end of the video, participants discuss strategies for working more effectively with LD kids.

All of Lavoie’s videos can be purchased on-line: http://www.pbs.org

“Learning Disabilities and Social Skills” features Rick Lavoie and addresses the isolation and rejection that many kids with learning disabilities experiences. Lavoie offers practical solutions for parents and educators.

“When the Chips Are Down…” is a video focusing on behavioral issues and children with LD. Lavoie explains how parents and teachers can create a stable, predictable environment in which children with learning differences can flourish.

As a parent of a child with dyslexia, I’ve been told by school professionals that “we can’t and don’t have to provide accommodations in a regular classroom.” Is this true?

NOT TRUE! Dyslexia is considered a disability and if a student has been diagnosed with dyslexia and you request academic accommodations the school has a legal obligation to comply with your requests. In fact, if documentation (of the diagnosis/disability) has been given to the school and the teachers do not provide the requested “reasonable accommodations” or more often referred to now by schools as “appropriate academic adjustments” you can take legal action against the school district.

For specific legal details, consult an educational attorney, visit one of the legal advocacy websites noted above, download any of the fact sheets noted above, &/or check out any of the books noted above.

DISCLAIMER: The content of this website, www.learningbrook.org, is for informational use only. It should not be considered as medical, legal, or technical advice/counseling and is not intended to substitute for informed professional diagnosis, counsel or advice.