• “Meaningful curricular adaptations and instructional modifications that enable students with intensive educational needs to be active members of the daily classroom routine”
• Class of approaches that includes compensatory teaching and adaptation in the learning environment of the student
• Practices and procedures in area of presentation, responses, setting, timing/scheduling that provide equitable access during instruction/assessments
• Intended to reduce or eliminate effects of disability, not to reduce learning expectations

Presentation Accommodations - allow students to access info in ways that do not require them to visually read standard print (auditory, multisensory, tactile, visual)

• Ex. Audiobooks instead of printed textbooks

VISUAL (TECHNOLOGY AID)

• System preferences/Accessibility/Display; Microsoft Word -- line spacing/kerning
• Research shows that specialized fonts (eg. Dyslexie) do not improve reading
  • Experiments with kids with dyslexia and those without shows that they didn’t read text faster/more accurately with Dyslexie versus Arial (they liked Arial better but not due to reading performance differences)
• Goldilocks with spacing: try with them → too spaced out, they have difficulty distinguishing where words end and begin
• Stimuli: can be helpful to try different colors to highlight important characteristics
• Have text read aloud
• Speech to text (not helpful for people with speech impediments)

AUDITORY

• FM systems in school - student listens to FM that teacher broadcasts to

Response Accommodations - allow students to complete activities, assignments, and assessments in different ways or to solve or organize problems using some type of assistive device or organizer

• Ex. Written vs Oral response; circle answer directly on test booklet instead of on bubble sheet