Recently a teacher friend and I were discussing an IEP and a question arose over shortened assignments.
While shortening the assignments the student was presented with what seemed reasonable, but was it actually an accommodation or a modification? Is there one that is preferred over the other and – if so, why?
IEP goal accommodations, and modifications can be tricky to understand, but shortened assignments definitely have their place depending on how they are presented and implemented.
Shortened Assignments: How to Classify Them
Before discussing shortened assignments, it is important to understand the difference between accommodations and modifications.
According to the law, an accommodation is used to level the educational playing field. It makes the regular, general education curriculum accessible to the student so that they can learn and be assessed on it.
A modification on the other hand changes the playing field. In other words, it changes the material being presented by lowering or raising the level. It is not the same as the general education curriculum for that student’s grade level.
Where Do Shortened Assignments Fall?
Depending on how the assignment is shortened determines how the shortening is classified.
Let us imagine a math assignment that gives students practice on three separate skills. Each skill has 10 practice or assessment problems. Shortening the assignment by reducing the number of practice problems per skill is considered an accommodation because it still presents all three skills but simply reduces the number of problems of each that have to be completed.
However, if shortening the assignment removes one or two of the skills altogether, it has fundamentally altered the material and level of difficulty of the assignment. In this case, it would be considered a modification because it changes the playing field.
Both ways of shortening an assignment are appropriate but each has a different end goal and different classification. It is important to understand how shortening the assignment will impact the student’s learning outcomes.
This same idea plays out across all areas of the curriculum and can be seen in shortened essays or less detailed projects. The main elements all remain and are required, but the volume of them is reduced to provide access.
Which is Preferred – an Accommodation or Modification?
The educational goal of all students is to access grade-level material as frequently and with as few modifications as possible. This means that adapting the general education curriculum to make it accessible for students is preferred.
In terms of shortened assignments, an accommodation is always favored over modifying the material. Instead of taking out all practice of key skills, simply reducing the number of practice problems needed for that skill is better and more in line with helping the student access grade-level material.
You can download this FREE Accommodations and Modifications Brochure here, or by clicking the image above.
While there may be a need for modifications in certain areas of the curriculum, accommodations are typically preferred. Not only do they allow students access to the general education curriculum, but they make it easier for students to make progress and, possibly, have even the accommodations removed when they have made enough progress.
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