Accommodations and Adjustments
Differentiation includes making accommodations and adjustments to the curriculum that support student learning, progress and achievement.
Accommodations are changes to how a student learns the material. Students with special learning needs typically required accommodations so that they can access the regular curriculum.
Examples
- During independent reading, a group of students with lower reading ages might have a Student Learning Support Officer (SLSO) read the book to them, with unfamiliar vocabulary explained and more complex themes discussed. But it’s still the same book that the rest of the class is reading.
- A student who has trouble sustaining focus during lessons has a schedule of brain breaks throughout the day to be active and move around, but the student is still expected to complete all the regular class activities.
Adjustments are changes to what a student is expected to learn. Students who receive adjustments are not expected to learn the same material as their classmates. High performing students, students who experience a disability, or who are learning to speak English, may need changes to the content
Examples
- A group of students in a Maths class could be assigned an enrichment and extension activity while other students focus on developing a specific skill.
- Some students might be assigned shorter or easier reading tasks, or homework that’s different from the rest of the class.
Accommodations and adjustments:
- must be fair and reasonable and not disadvantage the student or deny them access to the curriculum on the same basis of other students.
- must account for the student’s assessed learning needs and should be the result of consultation and collaboration with parents and teachers, sometimes professionals such as Occupational Therapists, and typically the school’s Learning Support Team.
- are typically detailed on an Individual Education Plan or a Behaviour Support Plan, and are described as supplementary, substantial or extensive across abroad categories of four broad categories: physical, cognitive, sensory, and social/emotional.
- are monitored and reviewed in collaboration with parents to understand their impact and if any changes are required as the student make progress and achieves goals
An effective school creates the conditions where all students can connect, succeed and thrive. It facilitates and develops quality teaching practices and systems that are responsive to the different needs of students.
Accommodations and adjustments are important part of differentiating education according to the ability of the individual. They are essential to if every student is to access quality learning, make significant growth, have high achievement, and be successful.