Adaptations and Accommodations - ANSWER changes made to the learning environ-
ment, materials, or assessments to help students access the curriculum and demonstrate
their learning
Flexible seating, preferential seating, quiet work areas, fidget tools, noise-canceling head-
phones.
Example; A student with ADHD might be provided with a quiet corner to work inde-
pendently, while a student with visual impairments might be seated closer to the board. -
ANSWER environment
Large-print texts, audiobooks, digital resources, graphic organizers, visual aids, manipula-
tives.
Example; A student with dyslexia might use audiobooks to access the same content as their
peers, while a student with fine motor difficulties might use a graphic organizer to outline
their thoughts before writing an essay. - ANSWER materials
Extended time, oral responses, scribe, alternative test formats (e.g., multiple-choice instead
of essay).
Example; A student with a learning disability might be given additional time to complete a
test, while a student with limited English proficiency might be allowed to provide oral re-
sponses instead of written ones. - ANSWER assessments
Modifications - ANSWER substantial changes made to the curriculum content or expecta-
tions for learning.
Modification; simplified text, reduced workload, alternative assignments, modified learning
objectives.
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, Example; A student with an intellectual disability might be given a simplified version of a text
with fewer vocabulary words or a shorter reading assignment than their peers. - ANSWER
content
Modified grading rubrics, alternative assessments (e.g., projects instead of tests), reduced
number of questions.
Example; A student with autism might be assessed through a portfolio of their work rather
than a traditional test, or they might be given fewer questions to answer on an exam. - AN-
SWER assessments
A student with dyslexia struggles with reading comprehension and writing tasks. The teacher
provides the student with audiobooks of the required texts, allows them to dictate their an-
swers for written assignments, and provides additional time for completing tests.
Which of the following best describes the types of support provided to the student in this
scenario? - ANSWER Both adaptations and accommodations
Demonstrate exceptional abilities in one or more areas, such as intellectual, creative, artistic,
leadership, or specific academic fields.
Accommodations; enrichment activities, acceleration opportunities, differentiated instruc-
tion, independent study, and mentoring - ANSWER Gifted and Talented
Individuals who are learning English as a second (or third, etc.) Language. They may have
varying levels of proficiency in English and may need additional support to access the curric-
ulum.
Accommodations; visual aids, simplified language, use of native language for support, addi-
tional time for assignments/assessments, bilingual dictionaries, and translation tools - AN-
SWER els
A neurodevelopmental disorder characterized by inattention, hyperactivity, and impulsivity.
Students with ADHD may struggle with focus, organization, and time management.
Accommodation; quiet workspaces, frequent breaks, clear instructions, breaking down tasks,
visual cues and reminders, and additional time - ANSWER ADHD
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ment, materials, or assessments to help students access the curriculum and demonstrate
their learning
Flexible seating, preferential seating, quiet work areas, fidget tools, noise-canceling head-
phones.
Example; A student with ADHD might be provided with a quiet corner to work inde-
pendently, while a student with visual impairments might be seated closer to the board. -
ANSWER environment
Large-print texts, audiobooks, digital resources, graphic organizers, visual aids, manipula-
tives.
Example; A student with dyslexia might use audiobooks to access the same content as their
peers, while a student with fine motor difficulties might use a graphic organizer to outline
their thoughts before writing an essay. - ANSWER materials
Extended time, oral responses, scribe, alternative test formats (e.g., multiple-choice instead
of essay).
Example; A student with a learning disability might be given additional time to complete a
test, while a student with limited English proficiency might be allowed to provide oral re-
sponses instead of written ones. - ANSWER assessments
Modifications - ANSWER substantial changes made to the curriculum content or expecta-
tions for learning.
Modification; simplified text, reduced workload, alternative assignments, modified learning
objectives.
1
, Example; A student with an intellectual disability might be given a simplified version of a text
with fewer vocabulary words or a shorter reading assignment than their peers. - ANSWER
content
Modified grading rubrics, alternative assessments (e.g., projects instead of tests), reduced
number of questions.
Example; A student with autism might be assessed through a portfolio of their work rather
than a traditional test, or they might be given fewer questions to answer on an exam. - AN-
SWER assessments
A student with dyslexia struggles with reading comprehension and writing tasks. The teacher
provides the student with audiobooks of the required texts, allows them to dictate their an-
swers for written assignments, and provides additional time for completing tests.
Which of the following best describes the types of support provided to the student in this
scenario? - ANSWER Both adaptations and accommodations
Demonstrate exceptional abilities in one or more areas, such as intellectual, creative, artistic,
leadership, or specific academic fields.
Accommodations; enrichment activities, acceleration opportunities, differentiated instruc-
tion, independent study, and mentoring - ANSWER Gifted and Talented
Individuals who are learning English as a second (or third, etc.) Language. They may have
varying levels of proficiency in English and may need additional support to access the curric-
ulum.
Accommodations; visual aids, simplified language, use of native language for support, addi-
tional time for assignments/assessments, bilingual dictionaries, and translation tools - AN-
SWER els
A neurodevelopmental disorder characterized by inattention, hyperactivity, and impulsivity.
Students with ADHD may struggle with focus, organization, and time management.
Accommodation; quiet workspaces, frequent breaks, clear instructions, breaking down tasks,
visual cues and reminders, and additional time - ANSWER ADHD
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