MODIFICATIONS FOR SPECIAL EDUCATION AND SECTION 504 STUDENTS

The following is a modifications checklist which can be an effective vehicle for communication between parents, the special education teacher and the regular classroom teacher. While this checklist is considered a supplement to - not a legal part of - the IEP, modifications can be written into the IEP. If the student falls under Section 504, there is no special education teacher involved. The counselor is then the student's representative.

A. Modifying the Presentation of the Material

  1. Break assignments into segments of shorter tasks.
  2. Use concrete concepts before teaching abstract. Reduce the number of concepts introduced at any one time.
  3. Tell student what he/she should expect to learn and why.
  4. Monitor the level of language you use to communicate ideas.
  5. Schedule frequent, short conferences with student to check for comprehension.
  6. Provide consistent review of any lesson before introducing new information.
  7. Allow student to obtain and retain information utilizing cassettes/tapes, computers, interviews, oral reports, projects, calculators, dictation, typewriter.
  8. Highlight important concepts to be learned in text or material (color code key
  9. points; outline; study guides).
  10. Space practice and drill sessions over time.
  11. Monitor the rate at which you present material.
  12. Repeat original presentations, provide complete explanations, give additional examples, and/or model skills.
  13. Provide additional guided practice, requiring more responses, lengthened practice sessions, or additional practice sessions.
  14. Make consequences more attractive. For example: Increase feedback, chart performance, reward approximations, and/or give incentives to begin and to complete work.
  15. Recognize and give credit for student's oral participation in class.
  16. Make arrangements for homework assignments to reach home with clear, concise directions.
  17. Assign tasks at the appropriate level (lower reading/difficulty level) and in the appropriate amount (i.e. even or odd numbered questions only vs. all questions).
  18. Give tests orally.
  19. Adapt teaching to learner's style.

B.Modifying the Environment

  1. Utilize technology (computers, tape recorders, calculators, etc.)
  2. Use study carrels when available.
  3. Seat student in area free from distractions.
  4. Let student select the place which is best for student to study.
  5. Help keep student's space free of unnecessary materials.
  6. Use checklists to help student get organized.
  7. Use notebook for organized assignments, materials and homework.
  8. Provide opportunities for movement.

C.Modifying Time Demands

  1. Increase amount of time allowed to complete assignments/tests.
  2. Reduce amount of work or length of tests (as opposed to allowing more time).
  3. Teach time management skills (use checklists, prioritizing time, prioritizing assignments).
  4. Space short work periods with breaks or change of task. Give student a specific task to perform within specific time limits.

D.Modifying the Materials (As per the following deficits)

  1. Visual Motor Integration Deficit
  • a.Avoid large amounts of written work (both in class and homework).
  • b.Encourage student to select the method of writing which is most comfortable
  • (cursive or manuscript).
  • c.Set realistic and mutually agreed upon expectations for neatness.
  • d.Let student type, record, or give answers orally instead of writing.
  • e.Avoid pressures of speed and accuracy. (We are testing knowledge and content mastery.)
  • f.Provide student with carbon copy of lecture notes produced by teacher or peer.
  • g.Reduce amounts of board work copying and textbook copying; provide student
  • with written information.

    • 2.Visual Processing Delay/Deficit

  • a.Highlight information to be learned (color coding, underlining, etc.)
  • b.Keep written assignments and work space free from extraneous distractors.
  • c.Worksheets should be clear and well-defined.
  • d.Go over visual task with student and make sure student has a clear understanding
  • of all parts of the assignment BEFORE beginning.
  • e.Avoid having student copy from the board. (Provide student with a written copy of the material. May copy teacher's manual or lecture notes.)
    • 3.Language processing Deficit

  • a.Give written directions to supplement verbal directions.
  • b.Slow the rate of presentation.
  • c.Paraphrase material using similar language.
  • d.Keep statements short and to the point.
  • e.Avoid use of abstract language (metaphors, idioms, puns, etc.)
  • f.Keep sentence structures simple; gradually introduce more complex sentences as student masters the ability to comprehend them.
  • g.Encourage feedback from student to check for understanding. (Have student re-state what you have said in student's own words.)
  • h.Familiarize student with any new vocabulary BEFORE the lesson.
  • i.Reduce amount of extraneous noise,( conversations, TV, radio, noises from outside).
  • j.Alert student's attention to key points with such phrases as, "This is important. Listen carefully."
  • k.Ensure that the readability levels of the textbooks used in class are commensurate with student's language level.
  • l.Utilize visual aids to supplement verbal information.
  • m.Implement manipulative, hands-on activities whenever possible.
  • n.Demonstrate to student how the new material relates to material student has previously learned.
    • 4.Organizational Delay

  • a.Establish daily routine and attempt to maintain it.
  • b.Make clear rules and be consistent enforcing them.
  • c.Contract with student, using a reward for completion of the contract.
  • d.Provide notebook with organized sections, such as assignments due, time management schedules, prioritized to-do lists, calendar, homework, study guides, class notes.
  • e.Avoid cluttered, crowded worksheets by utilizing techniques such as:
  • blocking, color coding, highlighting, or underlining.
  • f.Hand out written assignments with expected dates of completion typed or written
  • on one corner.
  • g.Teach goal-setting skills, decision-making/prioritizing skills, and time management skills.
    • E.Mainstream Supports

    1. Encourage use of the Study Center after school.
    2. Investigate access to Chapter One Math help.
    3. Encourage student use of the Reading Lab.
    4. Set before or after school appointments (student and mainstream teacher).
    5. Set up a schedule for the student to "check in" with counselor daily or weekly.
    6. Encourage daily self-monitoring of study time.
    7. Set up weekly academic progress reports.


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