what are examples of presentation accommodations

4 Types of Accommodations and Modifications to Support Student Success

When differentiating instruction isn’t enough, how can teachers deliver the additional supports some students will need? Today’s blog post is a handy guide to four types of accommodations and modifications that can be worked into a student’s IEP. Excerpted and adapted from the book Teaching Math in Middle School by Leanne R. Ketterlin‑Geller, et al., these strategies will support academic success for students who need additional help. (In the book, these suggestions are framed as helpmates for teaching math effectively, though the guidance here applies across content areas.)

First, a quick review: What’s the difference between instructional accommodations and modifications?

Accommodations are changes that support access but don’t change the underlying instructional objective. For example, an instructional accommodation may change the time a student is provided to learn the content.

Modifications , on the other hand, may change the extent to which the student is required to learn the material. Often used with students who have significant intellectual disabilities, modifications help align the learning environment with more intensive needs.

Accommodations and modifications can be classified into four categories: presentation, setting, timing and scheduling, and response mode. Here’s an overview of the categories and some helpful examples of each one:

Changes to Presentation

Presentation accommodations change the way in which instructional material or assessments are disseminated to students. For example, some students may have visual impairments that make it difficult to perceive written materials. Accommodations to support access for these students may include:

• Allowing them to audio- or video-record a lesson instead of taking notes
• Reading the directions or problems out loud to the student
• Increasing the font size—enlarging text or using a magnification device
• Increasing the contrast or differentiation of information included in visual representations (e.g., using color to help students identify corresponding sides on similar figures)
• Increasing white space on assignments
• Reducing the number of items on a page
• Allowing the student to use a screen reader
• Offering tactile prompts such as physical guidance or raised-line paper
• Providing the student with a copy of notes or class presentations before the lesson begins

Because these changes do not alter the content expectations, these are classified as accommodations. Some students with more significant physical, sensory, or cognitive difficulties may need modifications to presentation to gain access to the content. Examples of modifications that involve changes to presentation include:

• Allowing the student to read shorter versions of a textbook that may not contain grade-level vocabulary
• Shorten story problems in math by reducing the number of relevant steps needed to respond
• Reduce the reading expectation for word problems (e.g., removing irrelevant information)

Because they change the depth, breadth, and/or level of proficiency of the learning objectives, these changes are modifications and should only be provided with guidance from the IEP team.

Changes to Setting

Setting accommodations are changes to the conditions or locations of instruction or assessment. Some setting accommodations that can be implemented to support these students include:

• Changing the seating and/or grouping for the child, such as sitting near the teacher or away from doors or windows
• Providing instruction in small groups to minimize distractions
• Offering a separate location for the student to complete a test or assignment (this option should be used only when necessary)
• Allowing the student to use a physical device to reduce distractions (headphones or study carrel)

Even though some students might benefit from these setting accommodations at different times during instruction, students with disabilities who have been assigned one or more of these accommodations must be provided with the accommodation on a regular basis.

Setting modifications can be considered for students with more significant characteristics that affect their ability to attend during instruction or when taking assessments. These students may need to receive individualized instruction or work with a partner on a task that was originally intended for individual students to demonstrate independence or mastery.

Changes to Timing or Scheduling

Changes to the timing or scheduling of instruction or assessments are often used to support students who process information slowly (e.g., student reads at a slow rate), have a physical disability that affects their ability to complete a task (e.g., student has difficulty with fine motor control and takes longer to write), or use another form of instructional change that requires additional time (e.g., student uses a screen reader to decode text).

Accommodations to support students’ access to the learning environment include:

• Providing extended time to complete a task
• Building in multiple breaks to avoid too much fatigue
• Breaking a task into smaller parts
• Allowing the student to take a test at a certain time of the day, such as first thing in the morning

Because accommodations don’t change the content expectations, these changes should be applied only when timing is not part of the learning objective. When timing is important, these changes may not be appropriate.

If a student needs these types of timing and scheduling changes for all tasks, including tasks that would be timed for all other students, these changes would be classified as modifications. Modifications that involve making changes to timing or scheduling include:

• Providing more time for the student to respond to an assignment or test that is intended to be timed (e.g., allowing twice as much time as intended)
• Extending the number of sessions a student has to complete an assignment or test that is intended to be timed (e.g., allowing the student to take a test over 2 days)

Changes to Response Mode

Examples of response mode accommodations include:

• Allowing students to use a visual/graphic organizer to organize their thinking
• Letting students use concrete objects/manipulatives to generate their answer
• Giving students the option to write their responses directly on the assignment (as opposed to filling out an answer sheet)
• Making an audio recording of your lessons
• Letting students use a calculator or multiplication chart on an assignment that does not assess computation

Some students have more significant needs that require modifications to the response mode. Examples of these modifications include:

• Reducing the number of items the student needs to complete
• Reducing the depth of the explanation required to justify the response
• Offering fewer answer options in multiple-choice tests
• Letting students use a calculator or multiplication chart on an assignment that does assess computation

When you’re considering any of the instructional changes covered in today’s post, always align them with the specific needs of the student. Carefully considering both the student’s needs and your instructional expectations will help you determine how best to support access to the curriculum.

If you liked today’s post, check out the book for a complete guide to using multi‑tiered systems of support (MTSS) to teach middle schoolers effectively!

Teaching Math in Middle School

Using MTSS to Meet All Students’ Needs

By Leanne R. Ketterlin Geller, Ph.D., Sarah R. Powell, Ph.D., David J. Chard, Ph.D., & Lindsey Perry, Ph.D.

Make all your middle schoolers confident and competent mathematicians with this book, your accessible guide to teaching math to every learner in Grades 6-8. Focused on knocking down roadblocks to learning, this reader-friendly resource shows you how to use MTSS—a powerful, widely adopted framework for meeting each student’s individual needs. Learn how to deliver high quality, evidence based math instruction; combine your instruction with meaningful assessment; and provide just-right supports that help students conquer their specific math struggles.

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Presentation Assessment Accommodations

What are presentation assessment accommodations.

Presentation accommodations allow students to access test directions or content in ways that do not require them to visually read standard print. These alternate modes of access include visual, tactile, auditory, and a combination of visual and auditory. Sometimes presentation accommodations refer to test instructions only, and sometimes they are used for all or parts of a test. Some states do not allow non-visual forms of print access on some tests, parts of tests, or at certain grade levels.

Who can benefit from presentation assessment accommodations?

Students who benefit the most from presentation accommodations are those with print disabilities, defined as the difficulty or inability to visually read standard print because of a physical, sensory, or cognitive disability.

How are specific presentation assessment accommodations administered?

Large print  - Large print editions of tests are required for some students with visual impairments. A regular print test can be enlarged through photocopying, or an electronic version of a test can be manipulated to reformat test items and enlarge or change the font as needed. The latter method is preferable. All text and graphic materials, including labels and captions on pictures, diagrams, maps, charts, exponential numbers, notes, and footnotes, must be presented in at least 18-point type for students who need large print. If a student needs a large print test edition, be sure it is ordered in plenty of time to be available for the test. Check to see if large print practice tests are available. After a student finishes a large-print edition of a test, someone needs to transcribe the student's answers verbatim onto a standard answer sheet. 

Magnification devices  - Some students with visual impairments read regular print materials and enlarge the print by using magnification devices. These include eyeglass-mounted magnifiers, free standing or handheld magnifiers, enlarged computer monitors, or computers with screen enlargement programs. Some students also use Closed Circuit Television (CCTV) to enlarge print and display printed material with various image enhancements on a screen. 

Sign language  - Sign language interpreters may be required for students who are deaf or hard of hearing. Sometimes an interpreter is only needed to sign test instructions and to assist in communication between the test-taker and the proctor or test administrator. Interpreters need to be able to translate in the same method of sign language typically used by the student. A student's teacher should not be the interpreter in a testing situation unless a second person is present to monitor for quality and fairness. If allowed to sign test items and prompts, interpreters must not paraphrase, clarify, elaborate, or provide assistance with the meaning of words, intent of test questions, or responses to test items. Graphic materials may be described but should also be available in print or tactile formats. A standard video presentation of a test in sign language may be used to increase quality, consistency, pacing, and accuracy. Interpreter services need to be arranged prior to test day with substitutes available. 

Braille  - Braille is a method of reading a raised-dot code with the fingertips. This type of reading is most common for students who are blind or visually impaired. Not all students who are blind read Braille fluently or will choose Braille as their primary mode of reading. If a student needs a Braille test edition, be sure it is ordered in plenty of time to be available for the test. Check to see if practice tests are available in Braille. The test administrator for a Braille test needs to be provided with a print version of the test during test administration. After a student finishes a Braille edition of a test, someone needs to transcribe the student's answers verbatim onto a standard answer sheet. 

Nemeth Code  - The Nemeth Braille Code is a system of Braille that makes it possible to convey technical expressions in a written medium to students who are blind or visually impaired. Although Nemeth Code uses the same set of Braille cells as literary Braille, most cells have new meanings assigned to them in order to express the numerous technical symbols that occur in math and science. 

Tactile graphics  - Tactile graphic images provide graphic information through fingers instead of eyes. Graphic material (e.g., maps, charts, graphs, diagrams, illustrations) is presented in a raised format. Tactile sensitivity is far less discriminating than normal vision, making many diagrams too complicated to understand without significant additional information. Additional information can be created through word descriptions. 

Human reader  - A qualified person may be provided to read orally to students who are unable to decode text visually. Readers should use even inflection so that the test-taker does not receive any cues by the way the information is read. It is important for readers to read test items/questions and text word-for-word exactly as written. Readers may not clarify, elaborate, or provide assistance to students about the meaning or words, intent of test questions, or responses to test items. Readers need to be familiar with the terminology and symbols specific to the test content. This is especially important for high school mathematics and science. Graphic materials may be described but must also be made available in print or tactile formats. 

Readers should be provided to students on an individual basis not to a group of students. A student should have the option of asking a reader to slow down or repeat parts of a test this is difficult when a person is reading to an entire group of students. Reader services need to be arranged prior to test day with substitutes and training available. 

Audio tape or compact disk  - A test may be prerecorded on an audio cassette or compact disk that a student accesses by listening. Some states provide tests recorded on audiotape. Advantages include ease of operation and low cost. An audio version of a test is not useful for a student who is not familiar, skilled, and comfortable taking tests with this accommodation. The greatest difficulty with an audio cassette is rewinding if a student wants to repeat an item. This is not as difficult with a CD that can be programmed by item. It is critical for students to use this accommodation regularly in classroom work and on classroom and practice tests before using it on a test for accountability. Audio versions need to be supplemented with a print or Braille version of the test so that a student can have access to complicated graphic material. Test administrators need to monitor student movement through audio versions to make sure that the student maintains the appropriate place in the test and that the audio version is playing properly. When using a two-sided cassette tape, students may need to be reminded to play the other side. Test administrators should spot check audio formats before use to make sure everything is working properly. 

Audio amplification devices  - Some students may require amplification equipment in addition to hearing aids to increase clarity. A test administrator may use an amplification system to give large-group instructions. 

Screen reader  - A screen reader is a computer application that converts text to synthesized speech or to Braille (read with an auxiliary Braille display). Computer literacy is essential for screen reader use. Screen reading software allows students to listen to test items as they are displayed on a computer screen. Students can choose to listen to any item multiple times. Multiple-choice items are answered by using the mouse to click on an option. Open-ended items are responded to by typing answers in a text box on the screen. Some products work by having a student lay a page on a scanner. When a student activates the machine, it reads the text aloud. Math formulas are normally displayed on screen as graphics that cannot be read by a screen reader.

Accommodations: What they are and how they work

by: Andrew M. I. Lee | Updated: March 5, 2024

Print article

Kids with learning and attention issues often face barriers to learning. For instance, if your child has ADHD, she may not be able to sit still long enough to do math problems. If she has reading issues, she may struggle to learn history from a traditional textbook. Fortunately, there are changes in the classroom — called accommodations — that can remove these barriers.

Read on to learn more about what accommodations are and how they can help your child.

What accommodations are

Accommodations are changes that remove barriers and provide your child with equal access to learning. Accommodations don’t change what your child is learning. Rather, they change how your child is learning.

Here’s a classic example. Let’s say your child is taking an American history class, but she struggles with reading. As an accommodation, the teacher lets her listen to an audiobook version of the textbook.

By using an audiobook, she can learn history without her reading issues getting in the way. This has removed a barrier to her learning.

Accommodations don’t change what your child is expected to know or learn. They don’t lower expectations. Your child may use an audiobook in American history, but she’s still expected to learn about events like the Civil War. And she still must complete all assignments and take exams, just like her peers. The accommodation simply helps her work around her challenges.

This is what makes accommodations different from modifications . A modification changes what your child is expected to know or learn. In American history, for instance, a modification may be that a child only needs to learn half of the material in the textbook.

Types of accommodations

Accommodations work best when they target a specific barrier or challenge. For instance, for the child who can’t sit still to do math, an accommodation may be frequent breaks. For the child who struggles to write out answers on tests, an accommodation may be to have her give answers orally. The accommodation matches the need.

Here are four categories of accommodations for different needs:

• Presentation: A change in the way information is presented. Example: Letting a child with dyslexia listen to audiobooks instead of reading printed text. (See more classroom accommodations for dyslexia .)
• Response: A change in the way a child completes assignments or tests. Example: Providing a keyboard to a child who struggles with handwriting when she’s writing an essay. (See more classroom accommodations for kids who struggle with writing .)
• Setting: A change in the environment where a child learns. Example: Allowing a child with ADHD to take a test in a separate room with fewer distractions. (See more classroom accommodations for ADHD .)
• Timing and scheduling: A change to the time a child has for a task. Example: Providing extra time on homework for a child who has slow processing speed. (See more classroom accommodations for slow processing speed .)

How to get accommodations for your child

If you think accommodations may help your child, talk to her teacher. Often, the teacher may agree to informal supports . These simple changes don’t require paperwork. It doesn’t take much, for example, for the teacher to move your child’s seat away from a noisy classroom door that’s distracting.

If your child needs bigger changes, however, you may want to seek formal accommodations. Under federal law, kids with disabilities have the right to equal access to learning. This means accommodations for their disabilities, which can include learning and attention issues. To exercise this right, you must ask the school to evaluate your child .

The evaluation can lead to an IEP or a 504 plan for your child. You and the school decide together what accommodations to write into the plan. By law, this must also cover any accommodations on state tests . (Learn about the difference between IEPs and 504 plans .)

Just because an IEP or a 504 plan lists accommodations, however, doesn’t mean they’re always followed in the classroom. It’s still important to check in with the teacher . And it’s important to talk with your child about how the accommodations are working.

Schools are usually open to providing accommodations. The bigger challenge is choosing the right accommodations and keeping track of which ones are most helpful.

If an accommodation is in place, but your child isn’t using it, find out why. Also, if your child gets accommodations on state tests, it’s important for her to use them regularly in class. This helps her get familiar with the accommodations.

Accommodations outside the classroom

Learning and attention issues don’t just create challenges in school. They also affect everyday life. That’s why accommodations also exist outside the classroom. But instead of providing an equal opportunity to learn, they provide an equal opportunity to participate.

Accommodations can apply to many activities. You may see them used in driver’s tests , the workplace , summer camps , sport clubs and even at Disney World .

Some of these accommodations are provided informally. Often, though, there’s a specific process you need to follow to get them. Outside of school, kids with disabilities have a legal right to reasonable accommodations. To learn more, read how the Americans with Disabilities Act protects your child .

Accommodations can be a powerful tool for helping your child by removing barriers to learning. Learn more:

• Find out how to tell if your child’s accommodations are working .
• Explore accommodations for specific learning and attention issues .
• See a list of surprising IEP and 504 plan accommodations .

Key takeaways

• Accommodations are important tools for removing barriers in school and beyond.
• Kids with learning and attention issues may have a legal right to accommodations.
• Looking at lists of common accommodations can help you think about what might help your child.

Content provided by: Understood.org .

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Presentation Accommodations: Understanding, Types, and Implementation

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Are you tired of struggling to deliver presentations due to lack of accommodations? Do you find yourself feeling anxious and overwhelmed when trying to communicate your ideas effectively? Presentation accommodations are here to revolutionize the way you present. With tailored support, these accommodations ensure that your unique needs are met, allowing you to shine in any professional or academic setting. Say goodbye to unnecessary stress and hello to a seamless presentation experience. So, let’s dive in and discover a world where presenting becomes effortless.

Key Takeaways

• Understanding presentation accommodations is crucial for creating an inclusive learning environment that meets the needs of all students.
• Identifying the specific needs of students for presentation accommodations is essential for effective implementation.
• Implementing presentation accommodations effectively involves clear communication, collaboration with students and their support network, and regular evaluation and adjustment.
• Common presentation accommodations include providing additional time, modifying the format or delivery of information, and offering alternative assessment options.
• Presentation accommodations for students with disabilities may include assistive technology, such as text-to-speech software or captioning services.
• Four key types of presentation accommodations for student success are visual supports, auditory supports, organizational supports, and interactive supports.
• Adaptive technologies can play a significant role in supporting students with presentation accommodations, providing them with tools to access and engage with educational content effectively.

Understanding Presentation Accommodations

Presentation accommodations play a crucial role in enhancing the learning experiences of students with diverse needs. These accommodations modify the way information is presented to cater to individual learning styles. By providing different modes of presentation, such as visual aids, auditory supports, and alternative formats, presentation accommodations ensure that all students can access and engage with the educational content.

The importance of presentation accommodations cannot be overstated. They are essential for ensuring equal access to education for all students. By implementing these accommodations, schools promote inclusivity and create a supportive learning environment where every student feels valued and included. When students receive information in ways that align with their unique learning preferences, they are more likely to be engaged and perform better academically.

Research has consistently shown that presentation accommodations have a positive impact on student learning outcomes. This is because these accommodations recognize that different students have different ways of processing information effectively. By providing multiple modes of presentation, educators increase comprehension and retention of information among their students.

For example, some students may learn best through visual aids like charts or diagrams, while others may benefit from auditory supports such as recorded lectures or verbal explanations. Alternative formats like braille materials or closed captions can also make educational content accessible for individuals with specific needs.

Types of Presentation Accommodations

Instructional varieties.

Different instructional strategies can be used to accommodate diverse learners. By employing various instructional methods , educators can cater to different learning styles and promote active engagement among students. One example of an instructional variety is the use of multimedia presentations . These presentations incorporate visual aids, such as images, videos, and graphics, along with auditory elements like narration or background music. This combination appeals to both visual and auditory learners, enhancing their understanding and retention of the material.

Another effective instructional strategy is hands-on activities . These activities provide students with opportunities for kinesthetic learning, allowing them to engage physically with the subject matter. For instance, science experiments or art projects require students to actively participate in the learning process by conducting experiments or creating artwork. This hands-on approach not only reinforces conceptual understanding but also fosters creativity and critical thinking skills.

Interactive discussions are a valuable instructional variety that encourages student participation and collaboration. In these discussions, students have the chance to express their thoughts, ask questions, and engage in dialogue about the topic at hand. By encouraging active involvement from all participants through group work or class debates, educators create a dynamic learning environment that supports different communication styles.

Adaptive Technology

Presentation accommodations can also be facilitated through the use of adaptive technology tools. These tools help individuals with disabilities access educational content effectively by removing barriers related to presentation formats. Examples include screen readers , which convert digital text into synthesized speech for visually impaired individuals; captioning software , which provides written captions for videos so that deaf or hard-of-hearing students can follow along; and speech-to-text applications , which enable individuals who have difficulty writing manually to dictate their responses using voice recognition technology.

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Identifying Needs for Accommodations

Individual student assessment.

Assessments play a crucial role in identifying the needs of students. By evaluating the effectiveness of different accommodation strategies, educators can tailor their approach to meet each student’s specific requirements.

Individualized assessments allow for a comprehensive understanding of how students respond to various presentation methods. This knowledge enables teachers to make informed decisions about which accommodations will best support their learning experience. Regular evaluation ensures ongoing support and improvement in student learning outcomes.

For example, if a student has visual impairments, an assessment may reveal that they benefit from larger text size or audio descriptions during presentations. Armed with this information, teachers can provide appropriate accommodations such as using enlarged font on slides or incorporating auditory cues into their lessons.

Setting Description

Presentation accommodations are not limited to traditional classroom settings; they can be implemented across various educational environments, including online platforms and tutoring centers. The setting itself should be conducive to effectively implementing different accommodation strategies.

Flexibility within the setting allows for personalized adaptations based on individual student requirements. For instance, in an online platform where students have access to digital materials, teachers can provide alternative formats such as screen reader-compatible documents or closed captioning for videos.

Implementing Accommodations Effectively

To ensure the effective implementation of presentation accommodations , it is crucial to establish clear procedures. This involves developing a plan that outlines the specific accommodations to be used and how they will be implemented. By having a well-defined plan in place, educators can provide consistent support to students with diverse learning needs.

Regular communication with students, parents, and other educators is essential for successful implementation. By keeping everyone informed about the accommodations being provided, it becomes easier to address any concerns or make necessary adjustments as needed. This open line of communication helps create a collaborative environment where all stakeholders are actively involved in supporting student success.

For example, let’s consider a student who requires extra time during presentations due to processing difficulties. The teacher can establish a procedure where the student receives additional time without feeling rushed or pressured during their presentation. By clearly communicating this accommodation with both the student and their parents/guardians, everyone involved can work together towards achieving better outcomes.

Common Accommodations for Success

In-class strategies.

In order to accommodate different learning styles, teachers can incorporate various in-class strategies. One effective strategy is the use of visual aids such as charts, diagrams, and illustrations. These visual representations can help students better understand and remember information. Another helpful tool is the use of graphic organizers, which provide a structured framework for organizing ideas and concepts. By using graphic organizers, students can visually see how different pieces of information are connected.

Peer collaboration and group work are also valuable in accommodating diverse learners in the classroom. When students work together on projects or assignments, they have the opportunity to learn from each other’s strengths and perspectives. This promotes active learning and allows students to engage with the material in a more meaningful way.

Alternative Settings

Presentation accommodations are not limited to traditional classroom settings. There are alternative settings that can provide personalized accommodations for students with diverse needs. Online platforms offer flexibility by allowing students to access materials at their own pace and providing additional support through virtual resources.

Homeschooling environments also offer individualized accommodations as parents or guardians have more control over curriculum design and teaching methods. They can tailor instruction based on their child’s specific needs, ensuring that they receive the necessary support.

Tutoring centers are another option for presentation accommodations outside of traditional classrooms. These centers often employ experienced educators who specialize in working with students who require extra support or adaptations in their learning environment.

Accommodations for Students with Disabilities

Suggestions for implementation.

There are several strategies that can be effective. Providing professional development opportunities is one way to ensure educators have the knowledge and skills necessary to implement these accommodations effectively. By participating in workshops or training sessions, teachers can learn about different types of accommodations and best practices for their implementation.

Creating a collaborative environment is another important aspect of successful implementation. Educators should have the opportunity to share their experiences, resources, and ideas with colleagues. This collaboration allows them to learn from each other and discover new ways to support students with disabilities through presentation accommodations.

Technology tools and software can also play a significant role in streamlining the implementation process. For example, accessible learning services offer various digital resources that can enhance accessibility for students with disabilities. These tools may include text-to-speech software, braille displays, or captioning options for videos.

Four Types for Student Success

Presentation accommodations are essential for meeting the diverse needs of students in educational settings. These accommodations involve modifying the way information is presented to cater to individual learning styles. By implementing presentation accommodations, schools and educators can promote inclusivity, engagement, and academic success among their students.

There are four main types of presentation accommodations that can be used to support students in their learning journey:

Visual Accommodations : Visual accommodations focus on enhancing the visual aspects of information delivery. This may include providing visual aids such as charts, diagrams, or graphs to help students better understand complex concepts. Using larger font sizes or high contrast materials can assist visually impaired students in accessing information more easily.

Auditory Accommodations : Auditory accommodations prioritize delivering information through sound or spoken words rather than relying solely on written text. For example, teachers might provide audio recordings of lectures or use text-to-speech software to convert written material into spoken words for students with reading difficulties.

Multisensory Accommodations : Multisensory accommodations engage multiple senses simultaneously during instruction. This approach recognizes that different individuals learn best when they have opportunities to process information through various sensory channels like sight, hearing, touch, and movement. For instance, hands-on activities or interactive simulations allow students to actively participate and experience concepts firsthand.

Organizational Accommodations : Organizational accommodations aim to improve how content is structured and presented systematically for better comprehension and retention by all learners. Teachers may create outlines or provide study guides that break down complex topics into smaller manageable sections with clear headings and subheadings.

By incorporating these presentation accommodations into classroom practices and instructional materials, educators can effectively address the diverse learning needs of their students while fostering an inclusive environment where every student has an equal opportunity to succeed academically.

Adaptive Technologies in Detail

Various tools and software can assist in implementing presentation accommodations effectively. These technologies are designed to enhance accessibility and provide additional support for students with diverse needs.

One example of a tool that can be used is multimedia presentation software . This type of software allows students to create engaging presentations using a combination of text, images, audio, and video. By incorporating different media formats into their presentations, students can cater to different learning styles and make the content more accessible for all learners.

Another important tool is screen readers , which are designed to read aloud the text on a computer screen. Screen readers are especially beneficial for individuals with visual impairments or reading difficulties. They enable these students to access written information by converting it into spoken words, allowing them to follow along with the content being presented.

There are text-to-speech applications available that can convert written text into spoken words. These applications are particularly useful for students who struggle with reading or have difficulty comprehending written information. By listening to the text being read aloud, these students can better understand and engage with the material being presented.

Other adaptive technologies that support presentation accommodations include captioning tools for videos or live presentations, speech recognition software that converts spoken words into written text, and interactive whiteboards that allow multiple users to collaborate on a single platform.

Closing Thoughts

In conclusion, presentation accommodations are crucial for ensuring that every student has an equal opportunity to succeed in the classroom. By understanding the different types of accommodations and identifying individual needs, educators can implement these strategies effectively and create an inclusive learning environment. Whether it’s providing extra time, visual aids, or assistive technologies, these accommodations can make a significant difference in students’ academic performance and overall well-being.

Remember, as educators, it is your responsibility to advocate for and implement these accommodations for your students. By doing so, you are not only supporting their individual needs but also fostering a sense of inclusivity and belonging in your classroom. So take the time to assess your students’ needs, explore the various accommodation options available, and make the necessary adjustments to ensure that every student has an equal opportunity to thrive. Together, we can create a learning environment where everyone can reach their full potential.

Frequently Asked Questions

What are presentation accommodations.

Presentation accommodations refer to modifications or adjustments made to the way information is presented to individuals, particularly those with disabilities. These accommodations aim to ensure equal access and participation by tailoring the presentation format or delivery method based on individual needs.

How can I identify the need for presentation accommodations?

Identifying the need for presentation accommodations involves assessing an individual’s specific requirements. This can be done through discussions with the person, reviewing their educational records, consulting professionals like teachers or specialists, and conducting assessments or evaluations.

What are some common types of presentation accommodations?

Common types of presentation accommodations include providing written notes or outlines before a presentation, allowing extra time for processing information, using visual aids such as charts or diagrams, offering alternative formats like audio recordings, and utilizing assistive technologies such as screen readers or captioning services.

How can I implement presentation accommodations effectively?

To implement presentation accommodations effectively, it is crucial to communicate and collaborate with individuals requiring these supports. Understand their preferences and needs while considering practicality. Provide clear instructions and explanations during presentations. Regularly evaluate the effectiveness of chosen strategies and make adjustments if necessary.

Can you provide examples of adaptive technologies used in presentations?

Adaptive technologies used in presentations include screen readers that convert text into speech for visually impaired individuals, closed captioning systems that display text alongside audiovisual content for those who are deaf or hard of hearing, speech-to-text software that transcribes spoken words into written form in real-time, and interactive whiteboards that enhance engagement during presentations.

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IEP Accommodations: Choose Wisely

Accommodations are an integral part of a student’s Individualized Education Program (IEP) when providing access to the general education curriculum for students with disabilities. Accommodations do not change the content or expectation of performance outcomes. They do allow teachers to assess students on their “abilities, rather than [their] disabilities” (National Center on Educational Outcomes, Overview, para. 1, 2016). Thus, teachers and school staff make accommodations to the environment or curriculum, based on the needs of individual students, not on the disability category or instructional setting. For instance, Braille is not an appropriate or effective accommodation for all students with visual impairments, just as all students with autism do not require augmentative communication devices. With appropriate accommodations, students with disabilities can independently demonstrate what they have learned during instruction (Virginia Department of Education [VDOE], 2017).

  Understanding Accommodations

When we make accommodations to the physical environment for students with orthopedic or sensory impairments, everyone understands. Wheelchair ramps, eyeglasses, and hearing aids are common sights in public schools. Students with learning and behavioral disabilities require the same sort of “ramps” to access the curriculum, but their accommodations are often misunderstood as unfair advantages. For this reason, IEP teams must ensure that the accommodations they choose are based on their students’ individual needs and address only barriers to the general curriculum.

Accommodations generally fall into the following four categories: presentation, response, setting, and timing/scheduling (The IRIS Center, 2010). IEP teams can specify accommodations as instructional, testing, or both. While both instructional and testing accommodations provide a level playing field for students with disabilities, some instructional accommodations are specific to the classroom and may not be appropriate for a testing situation. Figure 1 lists some examples of instructional accommodations that do not transfer easily to testing situations.

Figure 1 . Examples of instructional accommodations by category.

When choosing testing accommodations, educators must comply with their division and state guidelines. For Virginia teachers, the state guidelines allow some, but not all, accommodations, and require special requests for others. One section of this document provides a comprehensive list of permitted test accommodations by category .

Finally, it is important not to confuse accommodations with modifications. Modifications are adaptations to the curriculum that adjust the expectations and requirements of the learning tasks (The IRIS Center, 2010). While modifications are necessary at times, teachers should take care to modify curriculum with a plan to return to grade-level expectations once a learning gap closes.

Choosing Effective and Appropriate Accommodations

IEP teams choose accommodations based on the data reflected in the student’s Present Level of Academic Achievement and Functional Performance (PLOP). Current psychological and achievement assessments provide information on the strengths and needs of students, while classroom and parental observations give insight into instructional methods or interventions that work best.

The Council of Chief State School Officers (CCSSO) has developed a framework for educators to use as they choose accommodations for students (Shyyan et al., 2016). Three factors drive the decision-making process:

• the student’s strengths and areas of concern;
• the possible barriers to curricular access for the student due to the disability; and
• the implications of certain decisions, in light of district policies regarding instructional and testing accommodations.

Once an IEP team has collected the above data, it can use a worksheet to help consider accommodations (see Figure 2).

Figure 2. Accommodations worksheet

Adapted from Jamgochian and Ketterlin-Geller (2015) and Shyyan et al. (2016).

To begin, the IEP team considers the student’s profile. Using the student’s PLOP from the IEP, the team focuses on what the student does easily and what the student struggles with, along with possible reasons for the deficits. Teams can look at information from psychological and academic testing, but should also consider environmental or other factors, such as attendance, attention, and behavior (Jamgochian & Ketterlin-Geller, 2015). For example, if a student does not read on grade level, teams should ask what factors affect the student’s ability to read, including, but not limited to, the student’s disability. Accommodations should be considered, but they may not be sufficient or appropriate for providing access to the curriculum, and students may require specially designed instruction (SDI) in addition to accommodations to address these areas.

The team then views the student’s strengths and deficits through the lens of the four categories of accommodations (presentation, response, timing/scheduling, and setting), identifying barriers and corresponding accommodations. Accommodations should complement a student’s strengths while addressing his or her needs. For instance, a student with a decoding deficit in reading but a listening comprehension strength may benefit from a read-aloud accommodation in subjects other than reading. Once teams identify appropriate accommodations, they should document them clearly in the IEP, provide the necessary training and practice, implement accommodations with fidelity, and evaluate them periodically.

Evaluation of students’ accommodations use is an important step in this process, and several factors/questions should be considered (Shyyan et al., 2015):

• Many accommodations require training for both the teacher and student. Has this training occurred?
• Students require practice with accommodations before assessment. Has the student had sufficient practice with this accommodation?
• Accommodations should provide access to instruction and testing for students. Is the student performing better when the accommodation is in place?
• Students change over time and may outgrow an accommodation. Is the accommodation still appropriate for the student?

In addition, practice of skills and strategies over time enhances students’ competence and independence. Therefore, teachers must periodically ask themselves if the original need for any accommodation still exists.

Accommodations Resources From VDOE

The State of Virginia allows the following accommodations for any student who takes the Standards of Learning (SOL) assessments, regardless of whether he or she receives special education services:

• adjust group size (small group or individual)
• modify the environment (e.g., lighting, noise buffers, use of study carrel)
• specify pencil/pencil grip (for students taking paper/pencil assessments)
• assist with directions (upon request, any direction marked “SAY” may be simplified or clarified for the student)
• allow student to read the test aloud (must be tested individually, and may not use accessories)

View restrictions to these universally allowed accommodations in the VDOE’s document Students with disabilities: Guidelines for special test accommodations, Appendix F .

• The VDOE also provides a comprehensive list of math aids that are (a) allowed for testing, and (b) reserved for instruction and scaffolding. This list is illustrated, and can provide teachers with great ideas on how to use manipulatives and materials to help students succeed in math.

More Accommodations Resources

• Consideration of assistive technology is a necessary step in the IEP process for all students with disabilities. Visit the IRIS Center for a comprehensive module on assistive technology.
• The IRIS Center has 65 resources on accommodations (including modules, case studies, videos, and interviews).

Jamgochian, E. M., & Ketterlin-Geller, L. R. (2015). The 2% transition: Supporting access to state assessments for students with disabilities. Teaching Exceptional Children, 48 (1), 28–35. doi:10.1177/0040059915594781

The IRIS Center. (2010). Accommodations: Instructional and testing supports for students with disabilities . Retrieved from https://iris.peabody.vanderbilt.edu/acc

National Center on Educational Outcomes. (2016). Accommodations for students with disabilities. Retrieved from https://nceo.info/Resources/publications/TopicAreas/Accommodations/Accomtopic.htm

Shyyan, V., Thurlow, M., Christensen, L., Lazarus, S., Paul, J., & Touchette, B. (2016). CCSSO accessibility manual: How to select, administer, and evaluate use of accessibility supports for instruction and assessment of all students. Washington, DC: CCSSO.

Virginia Department of Education. (2017). Students with disabilities: Guidelines for special test accommodations. Retrieved from http://www.doe.virginia.gov/testing/participation/guidelines_for_special_test_accommodations.pdf

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Accommodations in Assessment for Students with Disabilities

September 2010 A legacy resource from NICHCY

This info in Spanish | Esta información en español

IDEA requires that students with disabilities take part in state or districtwide assessments. These are tests that are periodically given to all students to measure achievement. It is one way that schools determine how well and how much students are learning.

This page will tell you how students with disabilities participate in this type of testing. Here’s a quick Table of Contents .

In a nutshell IDEA’s exact words Short-ish story on assessment accommodations

• What kinds of accommodations are there?
• Finding out more about your state’s policies
• Alternate assessments

The long story

• The 5 assessment options
• Summing up the options
• Decisions, decisions
• So what goes in the IEP ?

Back to top  

In a Nutshell

To support the participation of children with disabilities in such large-scale testing, accommodations or modifications may be necessary in how the test is administered or how a given child takes the test. It’s the responsibility of the IEP team to decide how the student with a disability will participate, and then to document that decision in the child’s IEP.

Alternatively, the IEP team may decide that a particular test is not appropriate for a child. In this case, the IEP must include:

• an explanation of why that test is not suitable for the child, and
• how the child will be assessed instead (often called alternate assessment).

Let’s take a look at both of these scenarios and what type of information is then included in the IEP.

IDEA’s Exact Words

What, precisely, is the provision in IDEA related to assessment accommodations? Found at §300.320(a)(6), it states that the IEP must contain:

(6)(i) A statement of any individual appropriate accommodations that are necessary to measure the academic achievement and functional performance of the child on State and districtwide assessments consistent with §612(a)(16) of the Act; and

(ii) If the IEP Team determines that the child must take an alternate assessment instead of a particular regular State or districtwide assessment of student achievement, a statement of why—

(A) The child cannot participate in the regular assessment; and

(B) The particular alternate assessment selected is appropriate for the child…

In these words, you can easily see the two scenarios we’re going to discuss now.

• If the child participates in the assessment, how?
• If he or she does not participate, why not and what alternate assessment will be used instead?

  Back to top

The Short-ish Story on Assessment Accommodations

Children with disabilities must participate in their state’s grade-level assessments to determine their level of content mastery, just as their peers without disabilities must participate, unless a child’s IEP Team determines that a given assessment is not appropriate for the child. Recognizing that disability has its impact, IDEA permits children with disabilities to participate in large-scale assessment programs with accommodations. Those accommodations are individually determined for a given child by his or her IEP team.

What Kind of Accommodations Are There?

Making an accommodation in testing generally means that some aspect of the testing condition has been altered so that a child with a disability can more fully show what he or she knows or can do. Accommodations in the classroom and those in assessment situations tend to fall into several types of changes—timing, scheduling, setting, presentation, response :

• Presentation Accommodations —Allow students to access information in ways that do not require them to visually read standard print. These alternate modes of access are auditory, multi-sensory, tactile, and visual.
• 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.
• Setting Accommodations —Change the location in which a test or assignment is given or the conditions of the assessment setting.
• Timing and Scheduling Accommodations —Increase the allowable length of time to complete an assessment or assignment and perhaps change the way the time is organized. (p. 29)

The type of accommodation any one child with a disability receives is based on an individual consideration of that child’s needs.

Presentation accommodations:

• Large print
• Magnification devices
• Sign language
• Tactile graphics
• Human readers
• Audiotape or CD
• Audio amplification devices

Response accommodations:

• Word processor
• Tape recorder
• Responding in test booklet (not on answer sheet)
• Monitoring of test response, if answer sheet is used
• Calculators
• Spelling and grammar devices

Setting accommodations:

• Reduce distractions to student
• Reduce distractions to other students
• Change setting to permit physical access
• Change setting to permit use of special equipment

Time/Scheduling:

• Extended time
• Multiple or frequent breaks
• Change schedule or order of activities

Assessment accommodations tend to be—and should be—similar to classroom accommodations children with disabilities receive, so that the children are familiar with the accommodation before using it in a formal testing situation. However, IEP teams should not confuse classroom accommodations with assessment accommodations. What is permitted in class may not necessarily be permitted in state or districtwide assessments.

Finding Out More About Your State’s Policies

The best place, of course, to find out more about your State’s policies for assessment accommodations—what’s allowable, in other words—is your State Department of Education. (Local policies may also be a factor to consider, so the LEA should also be contacted.) That said, one place you might consult for this information and to gain a sense of what other states are doing as well:

• State Web Sites for Accommodation Information http://www.cehd.umn.edu/nceo/TopicAreas/Accommodations/StatesAccomm.htm

What about Alternate Assessments?

What happens if an IEP Team determines that it is inappropriate for a specific child with a disability to participate in a state or LEA’s large-scale assessment, even with accommodations? Well, alternate assessments happen, and so do statements in the IEP explaining why this is an appropriate approach to use with a given child.

IDEA requires states to develop and implement at least one alternate assessment, unless all children with disabilities in the State can be assessed via the general assessment, with or without accommodations. Alternate assessments may be based on:

• grade-level academic achievement standards,
• modified academic achievement standards, or
• alternate academic achievement standards. (U.S. Department of Education, 2007)

These options are discussed at length below, under “The Long Story.” Here, we’re interested in giving you a broad overview of the possibilities. Keep in mind that a state is not required to make all of these options available to children, so it’s important to know what your state’s policies and options are.

Additional information on alternative assessment is widely available. A few “Starter” resources include:

Alternate Assessments for Students with Disabilities http://www.cehd.umn.edu/nceo/TopicAreas/AlternateAssessments/altAssessTopic.htm

State Alternate Assessment Policies http://www.cehd.umn.edu/nceo/TopicAreas/AlternateAssessments/StatesAltAssess.htm

Where to Find Out More About Accommodations

Here’s a brief “Starter List” of resources on assessment accommodations that will undoubtedly lead you to yet more resources. Be aware that these may include discussion of classroom assessment accommodations and are often linked to discussion of classroom accommodations in general.

An Introduction to Assessment Accommodations: http://www.specialconnections.ku.edu/~kucrl/cgi-bin/drupal/?q=assessment/assessment_accommodations

Accommodations for Students with Disabilities http://www.cehd.umn.edu/NCEO/TopicAreas/Accommodations/Accomtopic.htm

Types of Assessment Accommodation http://www.teachervision.fen.com/teaching-methods/educational-testing/4170.html

The Long Story on Assessment Accommodations

More? Oh yes. Namely—more about the assessment options available to children with disabilities that the IEP team will consider.  

The 5 Assessment Options

According to the Department of Education (2007), there are five basic assessment options, as follows:

• Participation in a general grade-level assessment.
• Participation in a general grade-level assessment with accommodations.
• Participation in an alternate assessment based on grade-level academic achievement standards.
• Participation in an alternate assessment based on modified academic achievement standards.
• Participation in an alternate assessment based on alternate academic achievement standards. (p. 11)

These options sound uncomfortably alike, don’t they? What, exactly, are “academic achievement standards” and the difference between those that are alternate, modified, or at grade-level?

To start, it’s useful to know that grade-level assessments must be closely aligned with grade-level content standards. Content standards establish the information or skills that a child in a specific grade is expected to learn. Grade-level assessments are intended to find out if the child, in fact, has learned that content and to what level of proficiency. Keep this in mind as you read through the options described below.

Back to top

Options 1 and 2: Participation With or Without Accommodations

You’ve already read about Options 1 and 2, above.

Option 3: Participation in Alternate Assessment Based on Grade-Level Academic Achievement Standards

This type of alternate assessment is intended for children who cannot take the regular assessment, even with accommodations, but for whom the State’s grade-level academic achievement standards are nonetheless still appropriate.

An example of this might be a child who has a severe physical disability that cannot be accommodated in the general assessment without invalidating his or her test scores but who nonetheless is working to achieve the academic standards established for his or her grade level. This type of alternate assessment allows the child’s mastery of grade-level content to still be determined.

Option 4: Participation in Alternate Assessment Based on Modified Academic Achievement Standards

This type of alternate assessment is a new option recently made available to states (April 2007) with the publication of final regulations in NCLB governing its use. States are not required to develop such assessments, but they can if they so choose.

Alternate assessments based on modified academic achievement standards are intended for a small group of children “whose disability has precluded them from achieving grade-level proficiency and whose progress is such that they will not reach grade-level proficiency in the same time frame as other students” (U.S. Department of Education, 2007, p. 8). For these children, the general grade-level assessments are too difficult, and the alternate assessments based on alternate academic achievement standards are too easy (they’re meant for children with the most significant cognitive disabilities; Option 5, described below). Either type of assessment will not provide teachers, children, families, and others with accurate information on what a child with a disability knows or can do and, thus, what type of instruction or supports will help the child progress toward grade-level achievement.

The Department of Education (2007) has responded to this gap in assessment options by giving states “the option of developing modified academic achievement standards for a small group of students with disabilities who can make significant progress, but who may not reach grade-level achievement in the time frame covered by their IEP” (p. 20).

Using this approach does not alter the content standards established by a state for a specific grade level. In fact, such an alternate assessment must cover the same grade-level content as the general assessment. However, “the achievement expectations are less difficult than those on the general test” (emphasis added), which means that “the same content is covered in the test, but with less difficult questions overall” (p. 28).

Two final points about alternate assessments that are based on modified academic achievement standards.

First: A child may take this type of alternate assessment in one subject (e.g., reading), yet take the general assessment in another subject (e.g., math). Deciding how the child will be assessed in each applicable subject area is the responsibility of the IEP team. However, just as it is the state’s choice to develop (or not) an alternate assessment based on modified academic achievement standards, it also can decide to modify academic achievement standards only for certain grades (e.g., grades 6 through 8, or for high school) and develop only those alternate assessments corresponding to those modified standards. Similarly, the state can choose to “develop an alternate assessment based on modified academic achievement standards in only one subject (e.g., reading), but not in all subjects (e.g., math, science)” (Ahearn, 2006).

Second: Every year the IEP team must review its decision to assess a child based on modified academic achievement standards. As the Department of Education (2007) states:

We expect that there will be students with disabilities who take an alternate assessment based on modified academic achievement standards one year, make considerable progress during the school year, and then take the general grade-level assessment the following year. Therefore, an IEP Team must consider a student’s progress annually based on multiple, objective measures of the student’s achievement before determining that the student should be assessed based on modified academic achievement standards. (p. 23)

The option that states now have to develop and implement alternate assessments based on modified academic achievement standards clearly adds another dimension to how children with disabilities may participate in a state’s assessment programs. However, as has been said, a state is not required to develop such assessments.

For your convenience, here are direct links to the new regulations, the Department’s 51-page guidance for states, and its two-page Fact Sheet on this option to assessment.

Regulations on Alternate Assessment Based on Modified Academic Achievement Standards: http://www2.ed.gov/legislation/FedRegister/finrule/2007-2/040907a.html

Department’s Non-Regulatory Guidance: http://www.ed.gov/policy/speced/guid/nclb/twopercent.doc

Fact Sheet: http://www.ed.gov/parents/needs/speced/twopercent.html

Option 5: Participation in Alternate Assessment Based on Alternate Academic Achievement Standards

Option 5 sounds almost the same as Option 4, but it isn’t. Fortunately, the difference between modified academic achievement standards and alternate ones can be easily described. Alternate assessments based on alternate academic achievement standards are intended for children with the most significant cognitive disabilities.

While this type of alternate assessment must be linked to grade-level content, it typically does not fully represent grade-level content, only a sampling of it. Moreover, this type of alternate assessment may be linked to “extended content standards” that a state develops, standards that may restrict or simplify grade-level content in order to make it accessible to children with the most significant cognitive disabilities (U.S. Department of Education, 2007, p. 18). The state may define these content standards in grade clusters (e.g., grades 3-5). (In contrast, Option 4, alternate assessments based on modified academic achievement standards, must define content standards grade by grade.)

Summing Up The Options

Each of the five options described above represents a way in which children with disabilities may participate in large-scale assessments. Looking at them one by one is useful for grasping what each is about, but when it comes to choosing among them—that is, deciding which represents the appropriate way to assess a specific child with a disability—a comparison of their key elements can be a handy tool.

To that end, the Department of Education provides a chart of comparisons in Appendix 1 of its non-regulatory guidance on alternate assessment based on modified academic achievement standards. This chart is available online at: http://www.ed.gov/policy/speced/guid/nclb/twopercent.doc

Decisions, Decisions

The IEP team needs to know which of these options are available to it (based on state and/or on local policies) and determine which one of those is appropriate for the child. How a team determines what’s appropriate for the child will vary from state to state based on state policy, which the state must make clear to IEP teams so that they can make informed and appropriate choices.

So what goes in the IEP?

Let’s bring the discussion full circle and back to the component of the IEP that this article addresses: any “individual appropriate accommodations” necessary for the child’s functional and academic achievement to be measured on a state and districtwide assessment. If participating in such an assessment is appropriate for a specific child with a disability, then that child’s IEP Team must enumerate in the IEP any individual accommodations the child will need during testing. Some children may need no accommodations. Many will need accommodations. It’s important for IEP teams to know what type of accommodations can be made without invalidating a child’s test scores and which accommodations the state permits.

Ahearn, E. (2006).  Standards-based IEPs:  Implementation in selected states .  Alexandria, VA: Project Forum, National Association of State Directors of Special Education (NASDSE).

Thompson, S.J., Morse, A.B., Sharpe, M., & Hall, S. (2005, August). Accommodations manual: How to select, administer, and evaluate use of accommodations for instruction and assessment of students with disabilities (2nd ed.). Washington, DC. Council of Chief State School Officers. Available online at:  https://osepideasthatwork.org/node/109

U.S. Department of Education. (2007, April). Modified academic achievement standards [non-regulatory guidance draft]. Washington, DC: Author. Available online at: http://www.ed.gov/policy/speced/guid/nclb/twopercent.doc

Would you like to read about another component of the IEP?

If so, use the links below to jump there quickly.

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Present Levels How is the child currently doing in school? How does the disability affect his or her performance in class? This type of information is captured in the “present levels” statement in the IEP.

Annual Goals Once a child’s needs are identified, the IEP team works to develop appropriate goals to address those needs. Annual goal describe what the child is expected to do or learn within a 12-month period.

Benchmarks or Short-Term Objectives Benchmarks or short-term objectives are required only for children with disabilities who take alternate assessments aligned to alternate achievement standards. If you’re wondering what that means, this article will tell you!

Measuring and Reporting Progress Each child’s IEP must also contain a description of how his or her progress toward meeting the annual goals will be measured and when it will be reported to parents. Learn more about how to write this statement in this short article.

Special Education The IEP must contain a statement of the special education and related services and supplementary aids and services to be provided to the child, or on behalf of the child. This article focuses on the first element: a statement of the special education that will be provided for the child.

Related Services To help a child with a disability benefit from special education, he or she may also need extra help in one area or another, such as speaking or moving. This additional help is called related services . Find out all about these critical services here.

Supplementary Aids and Services Supplementary aids and services are intended to improve children’s access to learning and their participation across the spectrum of academic, extracurricular, and nonacademic activities and settings. The IEP team must determine what supplementary aids and services a child will need and specify them in the IEP.

Program Modifications for School Personnel Also part of the IEP is identifying the program modifications or supports for school personnel that will be provided. Read more here.

Extent of Nonparticipation The IEP must also include an explanation of the extent, if any, to which the child will not participate with nondisabled children in the regular class and in other school settings and activities. Read how this connects to IDEA’s foundational principle of LRE.

Accommodations in Assessment (you’re already here!) IDEA requires that students with disabilities take part in state or districtwide assessments . The IEP team must decide if the student needs accommodations in testing or another type of assessment entirely. In this component of the IEP, the team documents how the student will participate.

Service Delivery When will the child begin to receive services? Where? How often? How long will a “session” last? Pesky details, but important to include in the IEP!

Transition Planning Beginning no later than a student’s 16th birthday (and younger, if appropriate), the IEP must contain transition-related plans designed to help the student prepare for life after secondary school.

Age of Majority Beginning at least one year before the student reaches the age of majority, the IEP must include a statement that the student has been told about the rights (if any) that will transfer to him or her at age of majority. What is “age of majority” and what does this statement in the IEP look like?

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Initial Thoughts

Perspectives & resources, what should teachers know about accommodations for students with disabilities.

• Page 1: Accommodations
• Page 2: Practices Confused with Accommodations

What types of accommodations are commonly used for students with disabilities?

• Page 3: Instructional Versus Testing Accommodations
• Page 4: Selecting an Accommodation
• Page 5: Presentation Accommodations
• Page 6: Response Accommodations
• Page 7: Setting Accommodations

Page 8: Timing and Scheduling Accommodations

What are the teacher’s responsibilities for students with disabilities who use accommodations.

• Page 9: Implementing an Accommodation
• Page 10: Evaluating Effectiveness
• Page 11: References & Additional Resources
• Page 12: Credits

• Do not change the expectations for learning
• Do not reduce the requirements of the task
• Do not change what the student is required to learn

The table below provides examples, though not an exhaustive list, of timing and scheduling accommodations that address common barriers or challenges students experience when they access or demonstrate learning.

As was the case for other categories of accommodations, some of the accommodations in the table above—for example, timelines—are also instructional strategies or interventions. How can teachers tell the difference between the two when they plan instruction for an individual student? As outlined in the table below, one key difference is the purpose for which each is used.

Following are examples of timing and scheduling accommodations teachers can use to help students access or demonstrate learning.

Kaden Age: 10 Disability: attention deficit hyperactivity disorder (ADHD)

During instruction, Kaden often becomes fidgety and has difficulty remaining in his seat. To address Kaden’s challenges, his teacher decides to allow him to take two or three one-minute breaks (e.g., stand behind his desk) during a 30–45-minute period of instruction.

Rae Age: 15 Disability: learning disability (LD)

In addition to having difficulty identifying and remembering important information, Rae processes information more slowly than her peers. For this reason, her teacher gives her extended time to take tests. This allows Rae to process what the questions are asking and formulate responses.

Cierra Age: 6 Disability: autism spectrum disorder (ASD)

During center time, Cierra experiences sensory overload when working with her peers. In response, her teacher allows her to move to an independent activity after working for five minutes. She plans to gradually increase this time as the school year progresses.

Each of the following scenarios introduces a student with a disability and identifies his or her related challenge.

• Choose one accommodation category (presentation, response, setting, and timing and scheduling) that would best address each student’s barrier and learning goal.
• Type in an accommodation from the selected category that would likely support the student in meeting his or her learning goal.

Click here for feedback.

There are multiple responses for this activity. Below are some examples of appropriate responses.

NTRS - NASA Technical Reports Server

Available downloads, related records.

• REST API for Oracle Fusion Cloud Financials
• Expense Accommodations Polices
• Expense Accommodations Policy Lines

Get a single accommodations expense policy line record using an accommodations expense policy rate line identifier

/fscmRestApi/resources/11.13.18.05/expenseAccommodationsPolicies/{AccommodationsPolicyId}/child/expenseAccommodationsPolicyLines/{PolicyLineId}

• AccommodationsPolicyId(required): integer(int64) Value that uniquely identifies an accommodations expense policy.
• PolicyLineId(required): integer(int64) Value that uniquely identifies an accommodations expense policy rate line.
• dependency: string This parameter specifies dependencies which are fields that are set before and rolled back after generating the response. Generally they are used to preview the effects of an attribute change. The fields specified in this parameter are always set in the resource instance in question. When a child resource collection is requested and the parameter is set, the fields will be set in the parent resource instance before generating the resource collection payload. The value of this query parameter is a set of dependency fields. Example: dependency=ProductId=2 Format: <attr1>=<val1>,<attr2>=<value2>
• expand: string When this parameter is provided, the specified children are included in the resource payload (instead of just a link). The value of this query parameter is "all" or "". More than one child can be specified using comma as a separator. Example: ?expand=Employees,Localizations. Nested children can also be provided following the format "Child.NestedChild" (Example: ?expand=Employees.Managers). If a nested child is provided (Example: Employees.Managers), the missing children will be processed implicitly. For example, "?expand=Employees.Managers" is the same as "?expand=Employees,Employees.Managers" (which will expand Employees and Managers).
• fields: string This parameter filters the resource fields. Only the specified fields are returned, which means that if no fields are specified, no fields are returned (useful to get only the links). If an indirect child resource is provided (Example: Employees.Managers), the missing children will be processed implicitly. For example, "?fields=Employees.Managers:Empname" is the same as "?fields=;Employees:;Employees.Managers:Empname" (which will only return the "Empname" field for Managers). the value of this query parameter is a list of resource fields. The attribute can be a direct (Example: Employees) or indirect (Example: Employees.Managers) child. It cannot be combined with expand query parameter. If both are provided, only fields will be considered. Format: ?fields=Attribute1,Attribute2 Format for fields in child resource: ?fields=Accessor1:Attribute1,Attribute2
• links: string This parameter can be used to show only certain links while accessing a singular resource or a resource collection. The parameter value format is a comma-separated list of : <link_relation> Example: self,canonical
• onlyData: boolean The resource item payload will be filtered in order to contain only data (no links section, for example).
• Metadata-Context: If the REST API supports runtime customizations, the shape of the service may change during runtime. The REST client may isolate itself from these changes or choose to interact with the latest version of the API by specifying this header. For example: Metadata-Context:sandbox="TrackEmployeeFeature".
• REST-Framework-Version: The protocol version between a REST client and service. If the client does not specify this header in the request the server will pick a default version for the API.

There's no request body for this operation.

• application/json

Default Response

• AccommodationsPolicyId: integer (int64) Value that uniquely identifies an accommodations expense policy for which rates are defined.
• CreatedBy: string Read Only: true Maximum Length: 64 User who created the accommodations expense policy rate line.
• CreationDate: string (date-time) Read Only: true Date the user created the accommodations expense policy rate line.
• Currency: string Title: Description Read Only: true Maximum Length: 240 Description of a currency code.
• CurrencyCode: string Maximum Length: 15 Code that is associated with a currency of an accommodations expense policy.
• DailyLimit: number Daily reimbursement limit for accommodations expenses.
• EndDate: string (date) Date at the end of the date range within which the accommodations expense policy line rate is valid.
• GeographyId: integer (int64) Value that uniquely identifies a geography for which an accommodations expense policy line rate is applicable.
• GeolocName: string Maximum Length: 240 Geographical location for which an accommodations expense policy line rate is applicable.
• LastUpdateDate: string (date-time) Read Only: true Date and time when the accommodations expense policy rate line was last updated.
• LastUpdatedBy: string Read Only: true Maximum Length: 64 Date when the user last updated the accommodations expense policy rate line.
• LastUpdateLogin: string Read Only: true Maximum Length: 32 User who last updated the accommodations expense policy rate line.
• links: array Links Title: Links The link relations associated with the resource instance.
• PolicyLineId: integer (int64) Value that uniquely identifies an accommodations expense policy rate line.
• RawCity: string Maximum Length: 80 City where the accommodations expense policy line rate is applicable.
• RawCountry: string Maximum Length: 80 Country where the accommodations expense policy line rate is applicable.
• RawCounty: string Maximum Length: 80 County where the accommodations expense policy line rate is applicable.
• RawState: string Maximum Length: 80 State where the accommodations expense policy line rate is applicable.
• RoleId: integer (int64) Value that uniquely identifies a role for which an accommodations expense policy line rate is applicable.
• RoleName: string Maximum Length: 80 Name of the role for which this accommodations expense policy line rate is applicable, such as Director or Engineer.
• SeasonEndDay: integer (int32) Last day of the season.
• SeasonEndMonth: integer (int32) Last month of the season.
• SeasonStartDay: integer (int32) First day of the season.
• SeasonStartMonth: integer (int32) The start month of the season.
• StartDate: string (date) Date at the beginning of the date range within which the accommodations expense policy line rate is valid.
• Status: string Title: Meaning Read Only: true Maximum Length: 80 Description that is associated with the status of an accommodations expense policy rate line.
• StatusCode: string Maximum Length: 30 Code that is associated with the status of an accommodations expense policy rate line, such as Valid, Active, or Invalid. Values are from the lookup EXM_POLICY_STATUS.
• TypeOfRateCode: string Maximum Length: 30 Code that is associated with a type of rate line, such as a base accommodations expense policy rate.
• Zone: string Read Only: true Maximum Length: 255 Description associated with a zone code.
• ZoneCode: string Maximum Length: 30 Zone code for which this accommodations expense policy line rate is applicable, such as Geographical Location or Zone.
• Array of: object link
• href: string Title: hyperlink reference The URI to the related resource.
• kind: string Title: kind Allowed Values: [ "collection", "item", "describe", "other" ] The kind of the related resource.
• name: string Title: name The name of the link to the related resource.
• properties: object properties
• rel: string Title: relation Allowed Values: [ "self", "lov", "parent", "canonical", "child", "enclosure", "action", "custom" ] The name of the relation to the resource instance. Example: self.
• changeIndicator: string Change indicator or the ETag value of the resource instance.

The following example shows how to retrieve an accommodations expense policy line record by submitting a GET request on the REST resource using cURL.

Example Response Body

The following example shows the contents of the response body in JSON format:

Number of asylum seekers in 2024 in line with previous forecast

News item | 05-04-2024 | 14:30

The number of people expected to apply for asylum in the Netherlands this year is in line with the forecast of November 2023. This is evident from a letter sent by State Secretary of Asylum and Migration Van der Burg to the House of Representatives. In the event policy does not change, it is expected this year that between 32,000 and 63,000 new asylum seekers will come to the Netherlands. This means that the total asylum flow may end up between 49,800 and 78,500. This also concerns for example people who re-apply for asylum and dependants as a result of family reunification. A forecast for the inflow of refugees from Ukraine was also included due to the continuing war in Ukraine.

Challenges and perspective

Last year and this year, important steps were made to gain greater control of migration. Outside Europe, arrangements were made in the asylum and migration pact. The arrangement means that it can be established more quickly at Europe’s outer borders who has a chance of receiving asylum and who does not. This increases control over who enters Europe. The focus is on return to the home country for the group with little chance of receiving asylum if it becomes clear that they are not allowed to stay. Arrangements have been with countries such as Morocco, Tunisia, Turkey, Egypt and Nigeria about combating people smuggling, human trafficking and return to the home country.

The Dispersal Act entered into effect for municipalities at the start of this year. The purpose is to have sufficient reception places that are spread more evenly across the country. There is still a shortage at this time. The number of asylum permit holders in reception facilities is too high as well. These are people who are allowed to stay in the Netherlands but do not yet have their own accommodation. What are known as transfer locations have been opened in order to reduce the pressure in the asylum reception facilities. Asylum permit holders may stay there temporarily while awaiting a permanent place to live. More than 30 municipalities have indicated they want to get to work on this.

Number of reception places

Based on the expected number of asylum seekers who will come, the speed of the procedure and the number of people who receive accommodation in a municipality, the Central Agency for the Reception of Asylum Seekers (COA) expects that almost 97,500 reception places will be needed on 1 January next year. This number may increase to 133,500 on 1 January 2026. It was determined on the basis of the Dispersal Act that 96,000 reception places are needed by 1 July next year at the latest. The Dispersal Act applies a 2-year estimate (until 1 February 2026) and it is set at 96,000 places. This number remains guiding for municipalities. Interim changes are possible in case of a (new) war or natural disaster, which is not relevant at this moment.

It remains important to look ahead at 2026 and the Ministry will continue to talk about this with the parties involved. The focus will be on controlling the inflow, partly as a result of European efforts, controlling IND’s production throughput and increasing the outflow of asylum permit holders from the asylum reception facilities.

Accommodation of asylum permit holders

Municipalities are obliged by law to offer asylum permit holders suitable accommodation. This means that the municipalities will have to allocate somewhere to live for 18,750 people in the first half of this year. In addition, the backlog at the end of last year is approximately 6,400. This means that the total number comes to more than 25,000 asylum permit holders who must be provided with a place to live before 1 July of this year. The tempo needs to be accelerated as there are too many asylum permit holders in the asylum reception facilities. This is also better for the people themselves, who will be able to integrate by working or by attending training for example. 17,000 asylum permit holders must be accommodated before the second half of this year. 

The war in Ukraine has not yet ended. This means that refugees from this country continue to come to the Netherlands. It is expected that 28,000 new people from the Ukraine will come to the Netherlands this year and that around 136,000 refugees from Ukraine will be residing in the Netherlands on 1 January of next year. This means that 120,000 municipal reception places are needed by 1 January next year. In the event refugees from Ukraine have their own income as a result of work for example, the plan is to request them to make a personal contribution towards the costs of the reception.