Students with IEPs often need additional support. What is the difference between making an accommodation and making a modification to address such a student’s needs? Provide examples related to math instruction. (ONE RESOURCE)
When a student has an (IEP) or a 504 plan, you’ll likely hear the word accommodation. You may also hear school staff members say modification. While the two words sound similar, they mean different things. An accommodation changes how a student learns the material. A modification changes what a student is taught or expected to learn. Here is a chart that explains the difference. Accommodations can help kids learn the same material as their peers. This allows them to meet the same expectations. A student with dyslexia, for example, might listen to an audio version of a book. But it’s still the same book that the rest of the class is reading. Kids who are far behind their peers may need changes to the curriculum they’re learning. These are called modifications.
regards to the osmosis of pieces into lumps. Mill operator recognizes pieces and lumps of data, the differentiation being that a piece is comprised of various pieces of data. It is fascinating regards to the osmosis of pieces into lumps. Mill operator recognizes pieces and lumps of data, the differentiation being that a piece is comprised of various pieces of data. It is fascinating to take note of that while there is a limited ability to recall lumps of data, how much pieces in every one of those lumps can change broadly (Miller, 1956). Anyway it’s anything but a straightforward instance of having the memorable option huge pieces right away, somewhat that as each piece turns out to be more natural, it very well may be acclimatized into a lump, which is then recollected itself. Recoding is the interaction by which individual pieces are ‘recoded’ and allocated to lumps. Consequently the ends that can be drawn from Miller’s unique work is that, while there is an acknowledged breaking point to the quantity of pi
regards to the osmosis of pieces into lumps. Mill operator recognizes pieces and lumps of data, the differentiation being that a piece is comprised of various pieces of data. It is fascinating regards to the osmosis of pieces into lumps. Mill operator recognizes pieces and lumps of data, the differentiation being that a piece is comprised of various pieces of data. It is fascinating to take note of that while there is a limited ability to recall lumps of data, how much pieces in every one of those lumps can change broadly (Miller, 1956). Anyway it’s anything but a straightforward instance of having the memorable option huge pieces right away, somewhat that as each piece turns out to be more natural, it very well may be acclimatized into a lump, which is then recollected itself. Recoding is the interaction by which individual pieces are ‘recoded’ and allocated to lumps. Consequently the ends that can be drawn from Miller’s unique work is that, while there is an acknowledged breaking point to the quantity of pi