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This website is very useful to a person with a physical disability and provides a list of accommodations given to individuals with a mobility limitation in the work force. The site provides information that comes directly from the office of the chief information officer located in Washington DC. Very useful to know and very helpful to someone with a physical disability.

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Accommodations for Physical Disabilities | Department of Energy

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Although some individuals with mobility impairments can determine the appropriate accommodation solutions themselves, others may need assistance. For severe mobility impairments, a professional evaluation may needed, in which case, a rehabilitation engineer, an occupational therapist, or the Assistive Technologies Coordinator should participate in the product selection process.

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The article voices the different accommodations that a school can do to help better educate a student with a disability. A school can accommodate a student with a disability by providing the student with a safe place to be educated, this can include constructing ramps for an ADA student and providing a interpreter for a student who is Deaf.

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Copyright © Understood for All, Inc.

Understood is a tax-exempt 501(c)(3) charitable organization (tax identification number 83-2365235). Donations are tax-deductible as allowed by law. Understood does not provide medical or other professional advice. The health and medical related resources on this website are provided solely for informational and educational purposes and are not a substitute for a professional diagnosis or for medical or professional advice.

Use of this website is subject to our Terms of Use and Privacy Policy.

Copyright © 2014-2023 Understood For All Inc.

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Explore topics about ADHD, dyslexia, and learning disabilities. Learn about focus, hyperactivity, executive function skills, and trouble with reading, writing, and math.

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     SCHOOL\WORK ACCOMIDATIONS AND MODIFICATIONS

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     SCHOOL\WORK ACCOMIDATIONS AND MODIFICATIONS

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How Technology Is Helping Special-Needs Students Excel

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How Technology Is Helping Special-Needs Students Excel

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This site provides educators with real testimonies of technology used in the classroom that has shown to be successful when teaching a student with a disability. The article provides statistics and is written by a person who has been pushing technology in education for quite some time now, she provides testimonies, statistics and helpful information concerned with technology in the classroom.

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Technology Solutions That Drive Education

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For Kevin O'Brien, a seventh-grader with physical disabilities who attends Charlotte Wood Middle School in Danville, Calif., there's a definite difference between good and great when it comes to assistive technology. For years, he used a desktop version of Tobii Technology's eye-gaze device, which allowed him to type papers, participate in art classes, conduct online research, communicate with his teacher and do well academically. But it also tethered him to the classroom in which the wired device was located.

So when a wireless version of the product came out last year, Wendy Burkhardt, assistive technology coordinator for the San Ramon Valley Unified School District of which CWMS is a part, immediately got it for O'Brien, who attached it to his wheelchair. Now, she explains, "Kevin can be far more involved in group activities. He can converse with his peers, participate in class discussions, and do his homework, no matter where he is. This has increased his ability to be an independent member of the school and the community."

Successfully educating a special-needs child has always hinged on matching him or her with the best assistive learning device or application available. Fortunately, what's available has expanded and improved by quantum leaps over the past five years as traditional assistive technologies have converged with consumer technologies, giving the district's special education department a "much bigger toolbox to work with," Burkhardt says. "Everything has snowballed because of these innovative technologies."

For example, today's smartphones, tablets and other mobile devices come equipped with universal access functionality, making it possible for users to deploy built-in or easily downloaded assistive technologies. These include speech recognition, screen-reading tools, Braille displays and text-to-speech solutions for the visually impaired; and sound amplifiers, closed-captioning applications and video conferencing technologies that facilitate sign language and lip-reading for the hearing-impaired. Students with motor and mobility disabilities also can use speech recognition tools to turn speech into sharable text, e-books to eliminate page turning and portable eye-gaze devices that are powered by blinks.

Such technologies not only help students better understand concepts and keep up with their peers, they also allow the school to better and more easily integrate special-needs students into general education classes, says Tracy Gray, director of PowerUp What Works, the National Center for Technology Innovation and the Center for Implementing Technology in Education - three programs of the American Institutes for Research that work to improve the educational achievement of students with disabilities.

"The devices available to students with disabilities are no longer these big clunky things on a desk in a separate space away from the classroom," Gray explains. "Students now have access to assistive capabilities on technologies that are smaller, more mobile, more integrated and inexpensive. They're mainstream too, so that makes them cool. All students want to use them."

Opening Up the Classroom

This mainstreaming of assistive technologies is having a significant impact on students - and not just on those who have traditionally required accommodations, says Karen Heilbronner, director of secondary special education for SRVUSD. Among those who benefit most are children with learning disabilities.

"We're no longer limited to helping one particular student with a single specialized technology," Heilbronner says, noting that newer assistive technologies are facilitated by the district's recent investments in upgraded wired and wireless networks and a one-to-one tablet initiative. "These tools are easily extended to any student who needs them."

Those with communication, cognitive, reading, short-term memory or developmental issues are now using tools such as Nuance's Dragon NaturallySpeaking, which reads text back to them; Livescribe Smartpens, which capture everything spoken in class and written by the student; and web-based tools that help students organize their thoughts and assignments.

"We can now give students who have trouble reading every word on a page an e-book reader and text-to-speech capability, and they can sit in class with headphones on, listen to the words as they're read to them and then weigh in on core literature discussions," Burkhardt explains. "In the past, these would have been the students in the back who wouldn't participate, who would have been considered either the shy introvert or the behavioral problem because they weren't able to effectively engage. These tools are really making a difference."

In fact, many technologies designed for mainstream use can be successfully repurposed to teach students with disabilities. The Montana School for the Deaf & Blind in Great Falls, Mont., for example, relies on interactive whiteboards - a mainstay for most traditional K-12 schools - to better engage its students.

Diane Moog, a teacher in the school's department for the deaf and hard of hearing, says that the technology helps motivate and engage students in the subject they're studying. "For the kids who have difficulty with the whole language concept, what helps solidify vocabulary and language structure is being able to relate to what you're teaching them," she explains. With an interactive whiteboard, "they can touch the screen, see and manipulate visuals illustrating the vocabulary words, move words around to make sentences - it gives them something to which they can attach language."

As her students work at the whiteboard, Moog also requires them to explain what they're doing and why, which not only helps them further develop skills, but also helps her determine their level of understanding. "I can meet their needs a lot better if I know how they're processing what I'm trying to teach them," she says, noting that the whiteboards are currently being evaluated by the school's department for the visually impaired. "If a student is making errors in a math problem, I can see where the process is breaking down for them and then show them what it's supposed to look like and why.

From a Distance

The Washington State School for the Blind also has turned to mainstream technologies to enhance teaching and learning. With help from Microsoft Lync, a unified communications platform that provides video, voice, instant messaging and telepresence, the Vancouver, Wash., school is offering distance instruction in algebra, geometry, pre-calculus and other topics to its 79 students and to special-needs students at other schools.

According to Digital Research and Curriculum Development Coordinator Sherry Hahn, WSSB's technology team initially went in search of a distance learning system as a way to acquire the services of math teacher Robin Lowell, who lives 170 miles away and, for family reasons, couldn't teach in person on campus.

"Math is an extremely difficult subject to teach to a blind or visually impaired student because it is, of course, so visual," Hahn explains. "It takes a unique, experienced teacher to help these students really understand and get the concepts and skills they need to be able to do it independently. Robin is a teacher who can do that, and we wanted to be able to make her available for our students."

After testing and rejecting different variations on basic two-way video and web conferencing, Hahn and her IT team stumbled across Microsoft Lync. Combined with Braille display software, a screen-reading program and a specialized language known as MathSpeak, Lync enables Lowell to see and communicate with her students and to share the different screens on her desktop. "It's like being at a control center," Lowell says. "I can watch all my kids and see their work at the same time."

One of the most incredible features of Lync, Lowell adds, is the ability to instant-message with her students. "It's really a new avenue for kids to be able to reach their teacher in the middle of the lesson without interrupting," she says. "Then, I can seamlessly put questions into my lecture or our discussion without changing topics or disrupting the flow of the class."

Since implementing the solution in 2010, Lowell has been shocked by the academic improvement she's seen. "This technology has been an amazing eye-opener," she says.

Positive Reinforcement

Assistive technologies help special-needs students thrive academically and keep up with their peers. But they're also helping students achieve additional - sometimes unexpected - rewards.

Educators say that special-needs students who regularly use assistive technologies:

achieve greater levels of independence;

gain confidence;

more willingly reach out to their teachers and peers to ask questions and collaborate;

self-advocate;

challenge themselves; and

seek out new opportunities.

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How Technology Is Helping Special-Needs Students Excel

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For Kevin O'Brien, a seventh-grader with physical disabilities who attends Charlotte Wood Middle School in Danville, Calif., there's a definite difference between good and great when it comes to assistive technology. For years, he used a desktop version of Tobii Technology's eye-gaze device, which allowed him to type papers, participate in art classes, conduct online research, communicate with his teacher and do well academically.

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Assistive Technology for Young Children in Special Education: It Makes a Difference

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Assistive Technology for Young Children in Special Education: It Makes a Difference

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This is a great resource that teaches the importance of having assistive technology in the classroom. The site explains and gives example of how assistive technology is helpful and the difference having these things in the classroom makes.

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Assistive Technology for Young Children in Special Education: It Makes a Difference

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A discussion on the many types of assistive technology tools that are available for children with disabilities.

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Essential Resources for Integrating Technology in the Classroom

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Essential Resources for Integrating Technology in the Classroom

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The site has a collection of useful resources for the assistance of students in order to reach their scholastic goals. I specifically chose a resource that is about the integration of technology in the classroom, the site provides both parents and teacher with sites for in classroom and at home use.

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Incorporating technology in your classroom has the potential to motivate a wired generation of students. However, beyond simply providing a way to engage the tech-savvy students in front of you, classroom technology at its best can improve and streamline assessment, enrich and enhance traditional classroom experiences, and help teachers to create individualized interventions for all types of learners at all levels of proficiency.

Though the advantages are clear, successfully integrating technology into the classroom can be a daunting task. Whether you're trying to figure out where to get started with technology in your classroom, or how to become more adept at truly integrating it into your curriculum, these valuable web-based resources will help you enhance your acquisition and use of the kind of technology that will engage your students and take their learning to a whole new level.

General Educational Technology Resources

Technology Initiatives and Grant Funding

Equipment for Integrating Technology

7 Things You Should Know About: is the place to start if you're ever heard about a new technology you'd like to know more about. Educause Learning Initiative has compiled research on familiar and cutting edge technologies for the classroom and addresses each in terms of what it offers, how it works, who's using it, why it's significant, its potential downsides, where it's going and its implications for teaching and learning. The site includes information briefs for both hardware and Web 2.0 tools.

9 Insightful Videos About Using SMART Boards in the Classroom: provides clear instruction on how to set up and get started using SMART Boards. If you've never heard of them, or if you're looking for information about what one can do for your classroom, this article and its accompanying videos should help. When it comes to SMART Boards, seeing these demonstrations may be the best way to realize their potential usefulness in your classroom.

Handheld Devices in the Classroom: covers the basics of handheld devices (personal digital assistants, GPS, portable electronic keyboards, and digital cameras, among others), as well as the many applications that have been developed for the classroom. Links to curriculum, grants, and application pages are provided at the end of the article from eduscapes.com.

Successfully Using Clickers in the Classroom: is a valuable article from Indiana University-Purdue University Fort Wayne that explains how clickers can enhance student engagement, and increase student participation. However, like all technology, they must be used deliberately if you hope to really enhance learning experiences. Best practices are incorporated into this guide for enriching assessment and instruction with student response systems, as well as some tips about what to avoid.

Web 2.0 Tools

Lesson Plans

Using Technology to Enhance the Learning of Special Needs Students

Ongoing Professional Development and Support

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Essential Resources for Integrating Technology in the Classroom

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Incorporating technology in your classroom has the potential to motivate a wired generation of students. However, beyond simply providing a way to engage the tech-savvy students in front of you, classroom technology at its best can improve and streamline assessment, enrich and enhance traditional classroom experiences, and help teachers to create individualized interventions for all types of learners at all levels of proficiency.

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Tech Tools for Students with Learning Disabilities: Infusion into Inclusive Classrooms

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Tech Tools for Students with Learning Disabilities: Infusion into Inclusive Classrooms

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The website supports assistive tools in the classroom which include technology. The site provides, computer supports for writing, talking word processors, word prediction, portable note-taking devices, and prewriting organizers among lots of other technologies.

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Adaptations & Accommodations for Students with Disabilities

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Adaptations & Accommodations for Students with Disabilities

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This resource provides a TOOL KIT that gives teachers the opportunity to successfully accommodate using technologies in the classroom. Providing teachers with videos and articles on how accommodations and modifications can be used in the classroom.

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Adaptations & Accommodations for Students with Disabilities | OSEP Ideas That Work

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For many students with disabilities-and for many without-the key to success in the classroom lies in having appropriate adaptations, accommodations, and modifications made to the instruction and other classroom activities. Some adaptations are as simple as moving a distractible student to the front of the class or away from the pencil sharpener or the window.

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Staff Guide to Accomidations and Modifications

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Staff Guide to Accomidations and Modifications

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The Staff Guide explains in the many ways a student with a disability can be accommodated without being ostracized when in the general education classroom. The resource gives a beginning level explanation of what accommodations and modifications are and how they should be conducted in the classroom.

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Examples of Accommodations & Modifications in a Classroom

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Examples of Accommodations & Modifications in a Classroom

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This is a great resource which provides teachers with accommodations and modifications that can be done in the classroom. The site provides teachers with a list of things that can be done in the following categories, General Modifications, Testing and Assessment Accomidations, General Modifications, and Behavior Modifications.

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Program accommodations and modifications are available to children who receive services under IDEA or Section 504 of the Rehabilitation Act.

General Accommodations:

Large print textbooks
Textbooks for at-home use
Additional time for assignments
A locker with adapted lock
Review of directions
Review sessions
Use of mnemonics
Have student restate information
Provision of notes or outlines
Concrete examples
Adaptive writing utensils
Support auditory presentations with visuals
Use of a study carrel
Assistance in maintaining uncluttered space
Weekly home-school communication tools (notebook, daily log, phone calls or email messages)
Peer or scribe note-taking
Space for movement or breaks
Study sheets and teacher outlines
Extra visual and verbal cues and prompts
Lab and math sheets with highlighted instructions
Graph paper to assist in organizing or lining up math problems
Use of tape recorder for lectures
Use of computers and calculators
Books on tape
Graphic organizers
Quiet corner or room to calm down and relax when anxious
Preferential seating
Alteration of the classroom arrangement
Reduction of distractions
Answers to be dictated
Hands-on activities
Use of manipulatives
No penalty for spelling errors or sloppy handwriting
Follow a routine/schedule
Alternate quiet and active time
Teach time management skills
Rest breaks
Verbal and visual cues regarding directions and staying on task
Agenda book and checklists
Daily check-in with case manager or special education teacher
Adjusted assignment timelines
Visual daily schedule
Varied reinforcement procedures
Immediate feedback
Work-in-progress check
Personalized examples

Testing and Assessment Accommodations:

Answers to be dictated
Frequent rest breaks
Additional time
Oral testing
Untimed tests
Choice of test format (multiple-choice, essay, true-false)
Alternate ways to evaluate (projects or oral presentations instead of written tests)
Accept short answers
Open-book or open-note tests
Read test and directions to student
Provide study guides prior to tests
Highlight key directions
Test in alternative site
Use of calculator or word processor
Extra credit option
Pace long-term projects
Preview test procedures
Simplified test wording; rephrased test questions and/or directions

General Modifications:

Allow outlining, instead of writing for an essay or major project
Use of alternative books or materials on the topic being studied
Computerized spell-check support
Word bank of choices for answers to test questions
Provision of calculator and/or number line for math tests
Film or video supplements in place of reading text
Reworded questions in simpler language
Projects instead of written reports
Highlighting important words or phrases in reading assignments
Modified workload or length of assignments/tests
Modified time demands
Pass/no pass option
Modified grades based on IEP

Behavior modifications:

Breaks between tasks
Cue expected behavior
Daily feedback to student
Have contingency plans
Use de-escalating strategies
Use positive reinforcement
Use proximity/touch control
Use peer supports and mentoring
Model expected behavior by adults
Have parent sign homework
Have parent sign behavior chart
Set and post class rules
Chart progress and maintain data
Related Smart Kids Links

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Examples of Accommodations & Modifications | Smart Kids

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Program accommodations and modifications are available to children who receive services under IDEA or Section 504 of the Rehabilitation Act.

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Teaching Supports, Modifications, and Accommodations for Students

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Teaching Supports, Modifications, and Accommodations for Students

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This resource thoroughly explains the keys to successfully teaching students with disabilities. The key to success in the classroom lie in having appropriate adaptations made to the instruction of the student with the disability.

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September 2010 | Links updated, February 2016
A legacy resource from NICHCY

For many students with disabilities-and for many without- the key to success in the classroom lies in having appropriate adaptations, accommodations, and modifications made to the instruction and other classroom activities.

Some adaptations are as simple as moving a distractible student to the front of the class or away from the pencil sharpener or the window. Other modifications may involve changing the way that material is presented or the way that students respond to show their learning.

Adaptations, accommodations, and modifications need to be individualized for students, based upon their needs and their personal learning styles and interests. It is not always obvious what adaptations, accommodations, or modifications would be beneficial for a particular student, or how changes to the curriculum, its presentation, the classroom setting, or student evaluation might be made. This page is intended to help teachers and others find information that can guide them in making appropriate changes in the classroom based on what their students need.

Part 1: A Quick Look at Terminology
Part 2: Different Types of Supports

Part 1: A Quick Look at Terminology

You might wonder if the terms supports, modifications, and adaptations all mean the same thing. The simple answer is: No, not completely, but yes, for the most part. (Don't you love a clear answer?) People tend to use the terms interchangeably, to be sure, and we will do so here, for ease of reading, but distinctions can be made between the terms.

Sometimes people get confused about what it means to have a modification and what it means to have an accommodation. Usually a modification means a change in what is being taught to or expected from the student. Making an assignment easier so the student is not doing the same level of work as other students is an example of a modification.

An accommodation is a change that helps a student overcome or work around the disability. Allowing a student who has trouble writing to give his answers orally is an example of an accommodation. This student is still expected to know the same material and answer the same questions as fully as the other students, but he doesn't have to write his answers to show that he knows the information.

What is most important to know about modifications and accommodations is that both are meant to help a child to learn.

Part 2: Different Types of Supports

Special Education

By definition, special education is "specially designed instruction" (§300.39). And IDEA defines that term as follows:

(3) Specially designed instruction means adapting, as appropriate to the needs of an eligible child under this part, the content, methodology, or delivery of instruction-(i) To address the unique needs of the child that result from the child's disability; and(ii) To ensure access of the child to the general curriculum, so that the child can meet the educational standards within the jurisdiction of the public agency that apply to all children. [§300.39(b)(3)]

Thus, special education involves adapting the "content, methodology, or delivery of instruction." In fact, the special education field can take pride in the knowledge base and expertise it's developed in the past 30-plus years of individualizing instruction to meet the needs of students with disabilities. It's a pleasure to share some of that knowledge with you now.

Adapting Instruction

Sometimes a student may need to have changes made in class work or routines because of his or her disability. Modifications can be made to:

For example:

Jack is an 8th grade student who has learning disabilities in reading and writing. He is in a regular 8th grade class that is team-taught by a general education teacher and a special education teacher. Modifications and accommodations provided for Jack's daily school routine (and when he takes state or district-wide tests) include the following:

Jack will have shorter reading and writing assignments.

Jack's textbooks will be based upon the 8th grade curriculum but at his independent reading level (4th grade).

Jack will have test questions read/explained to him, when he asks.

Jack will give his answers to essay-type questions by speaking, rather than writing them down.

Modifications or accommodations are most often made in the following areas:

Scheduling. For example,

giving the student extra time to complete assignments or tests

breaking up testing over several days

working in a small group

working one-on-one with the teacher

providing audiotaped lectures or books

giving copies of teacher's lecture notes

using large print books, Braille, or books on CD (digital text)

Instruction. For example,

reducing the difficulty of assignments

reducing the reading level

using a student/peer tutor

Student Response. For example,

allowing answers to be given orally or dictated

using a word processor for written work

using sign language, a communication device, Braille, or native language if it is not English.

Because adapting the content, methodology, and/or delivery of instruction is an essential element in special education and an extremely valuable support for students, it's equally essential to know as much as possible about how instruction can be adapted to address the needs of an individual student with a disability. The special education teacher who serves on the IEP team can contribute his or her expertise in this area, which is the essence of special education.

Related Services

One look at IDEA's definition of related services at §300.34 and it's clear that these services are supportive in nature, although not in the same way that adapting the curriculum is. Related services support children's special education and are provided when necessary to help students benefit from special education. Thus, related services must be included in the treasure chest of accommodations and supports we're exploring. That definition begins:
§300.34 Related services.
(a) General. Related services means transportation and such developmental, corrective, and other supportive services as are required to assist a child with a disability to benefit from special education, and includes...

Here's the list of related services in the law.

speech-language pathology and audiology services

interpreting services

psychological services

physical and occupational therapy

recreation, including therapeutic recreation

early identification and assessment of disabilities in children

counseling services, including rehabilitation counseling

orientation and mobility services

medical services for diagnostic or evaluation purposes

school health services and school nurse services

social work services in schools

This is not an exhaustive list of possible related services. There are others (not named here or in the law) that states and schools routinely make available under the umbrella of related services. The IEP team decides which related services a child needs and specificies them in the child's IEP. Read all about it in our Related Services page.

Supplementary Aids and Services

One of the most powerful types of supports available to children with disabilities are the other kinds of supports or services (other than special education and related services) that a child needs to be educated with nondisabled children to the maximum extent appropriate. Some examples of these additional services and supports, called supplementary aids and service s in IDEA, are:

adapted equipment-such as a special seat or a cut-out cup for drinking;

assistive technology-such as a word processor, special software, or a communication system;

training for staff, student, and/or parents;

peer tutors;

a one-on-one aide;

adapted materials-such as books on tape, large print, or highlighted notes; and

collaboration/consultation among staff, parents, and/or other professionals.

The IEP team, which includes the parents, is the group that decides which supplementary aids and services a child needs to support his or her access to and participation in the school environment. The IEP team must really work together to make sure that a child gets the supplementary aids and services that he or she needs to be successful. Team members talk about the child's needs, the curriculum, and school routine, and openly explore all options to make sure the right supports for the specific child are included.

Much more can be said about these important supports and services. Visit our special article on Supplementary Aids and Services to find out more.

Program Modifications or Supports for School Staff

If the IEP team decides that a child needs a particular modification or accommodation, this information must be included in the IEP. Supports are also available for those who work with the child, to help them help that child be successful. Supports for school staff must also be written into the IEP. Some of these supports might include:

attending a conference or training related to the child's needs,

getting help from another staff member or administrative person,

having an aide in the classroom, or

getting special equipment or teaching materials.

The issue of modifications and supports for school staff, so that they can then support the child across the range of school settings and tasks, is also addressed in our article on Program Modifications for School Personnel.

Accommodations in Large Assessments

IDEA requires that students with disabilities take part in state or district-wide 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. IDEA now states that students with disabilities should have as much involvement in the general curriculum as possible. This means that, if a child is receiving instruction in the general curriculum, he or she could take the same standardized test that the school district or state gives to nondisabled children. Accordingly, a child's IEP must include all modifications or accommodations that the child needs so that he or she can participate in state or district-wide assessments.

The IEP team can 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).

Ask your state and/or local school district for a copy of their guidelines on the types of accommodations, modifications, and alternate assessments available to students.

Even a child with many needs is to be involved with nondisabled peers to the maximum extent appropriate. Just because a child has severe disabilities or needs modifications to the general curriculum does not mean that he or she may be removed from the general education class. If a child is removed from the general education class for any part of the school day, the IEP team must include in the IEP an explanation for the child's nonparticipation.

Because accommodations can be so vital to helping children with disabilities access the general curriculum, participate in school (including extracurricular and nonacademic activities), and be educated alongside their peers without disabilities, IDEA reinforces their use again and again, in its requirements, in its definitions, and in its principles. The wealth of experience that the special education field has gained over the years since IDEA was first passed by Congress is the very resource you'll want to tap for more information on what accommodations are appropriate for students, given their disability, and how to make those adaptations to support their learning.

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Supports, Modifications, and Accommodations for Students

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September 2010 | Links updated, February 2016 A legacy resource from NICHCY For many students with disabilities-and for many without- the key to success in the classroom lies in having appropriate adaptations, accommodations, and modifications made to the instruction and other classroom activities.

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             TECHNOLOGIES USED FOR ACCOMIDATIONS AND MODIFICATIONS 

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             TECHNOLOGIES USED FOR ACCOMIDATIONS AND MODIFICATIONS 

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                        ACCOMIDATIONS AND MODIFICATIONS IN THE CLASSROOM

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                        ACCOMIDATIONS AND MODIFICATIONS IN THE CLASSROOM