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When I modify assignments or assessments, I will decrease the workload. Maybe a student will only answers evens or odds instead of the entire material. That way they are still exposed to the content. I will chunk vocabulary together, offer fewer choices and when grading short answer responses-I have a modified rubric for assessing knowledge based on information the student provides.

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Like Kelly, I thought accommodations and modifications were interchangeable as well. I follow the documented paper work, sometimes even adding in other strategies to increase ways for the students to demonstrate learning. Such strategies include-voiced over assignments or questions for my struggling readers, speech to text for my students who cannot type/write responses, scribes for my students who cannot spell or write-yet they can verbalize a perfect answer.

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Like Suzanne, I see almost nearly every student within the grade level for science. Special education students are a part of the core classes such as science and social studies. Their ELA and math courses maybe leveled but the students still participate in the classroom to the greatest degree possible.

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Since mainstreaming involves the student earning the right to be included by the ability to meet certain expectations-nearly all of my students have been mainstreamed. They meet expectations with supports in place.

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Suzanne S I use modifications mostly with tests. The most common modifications I use are providing the students with an audio of the test, shortened responses required, less choices on matching and multiple choice questions, and even eliminating certain types of questions such as inference type questions.

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Suzanne S I use modifications mostly with tests. The most common modifications I use are providing the students with an audio of the test, shortened responses required, less choices on matching and multiple choice questions, and even eliminating certain types of questions such as inference type questions.

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Suzanne S  I use accommodations on a daily basis in my classroom. My special ed students and my regular ed students need these for a variety of reasons. Obviously, I follow all IEP and 504 requirements but I also make other accommodations based on the needs of the students.

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Suzanne S  I use accommodations on a daily basis in my classroom. My special ed students and my regular ed students need these for a variety of reasons. Obviously, I follow all IEP and 504 requirements but I also make other accommodations based on the needs of the students.

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Suzanne S Inclusion is often used with my science classes. I will have students that come to me only for science with accommodations and modifications. Many of the students are only in science with the regular ed students

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Suzanne S Inclusion is often used with my science classes. I will have students that come to me only for science with accommodations and modifications. Many of the students are only in science with the regular ed students

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Suzanne S I have been teaching for 19 years. I mostly have mainstreamed students in my room with the exception of my RtI class. 

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Suzanne S I have been teaching for 19 years. I mostly have mainstreamed students in my room with the exception of my RtI class. 

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Generally the modifications I make are not very good... I limit choices on tests, provide word banks, modify questions on tests. I change reading levels. So I don't think I have really been truly modifying the lessons for the students who need it.

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Kelly H     I have made different accommodations over the years regarding both IEP and 504 students. I guess I have used these two terms -Accommodations and modifications interchangeably over the years. I do accommodations according to the IEP or 504.  I have had to enlarge print on worksheets, preferential seating, read aloud small group testing, extended time, chunking lessons, breaks.

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Kelly H     I have made different accommodations over the years regarding both IEP and 504 students. I guess I have used these two terms -Accommodations and modifications interchangeably over the years. I do accommodations according to the IEP or 504.  I have had to enlarge print on worksheets, preferential seating, read aloud small group testing, extended time, chunking lessons, breaks.

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Kelly H         As for my 26 years teaching science to middle school students. I read the IEP and try to follow the specifics. Less questions, read aloud, small group testing. But I do not think I have modified enough to really make sure my class was inclusive. 

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Kelly H         As for my 26 years teaching science to middle school students. I read the IEP and try to follow the specifics. Less questions, read aloud, small group testing. But I do not think I have modified enough to really make sure my class was inclusive. 

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Kelly H  Over my 26 years teaching middle school science I have always had students with IEP's and 504's in my classroom. I never understood the difference in the terms Mainstreaming and inclusion until now. I think I have mostly mainstreamed the students... not really giving them differentiated assignments to complete that would allow for their disability. Now over to inclusion

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Kelly H  Over my 26 years teaching middle school science I have always had students with IEP's and 504's in my classroom. I never understood the difference in the terms Mainstreaming and inclusion until now. I think I have mostly mainstreamed the students... not really giving them differentiated assignments to complete that would allow for their disability. Now over to inclusion

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I haven't done a lot of modifications myself, but a few years ago I taught collab English III with a special education teacher. She would modify assignments and tests for specific students. She might change short answer tests to multiple choice, make fill-in notes for lectures or videos or prepare guided essays, etc.

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Preferential seating, access to the tutors, extended time, and having tests read are probably the accommodations that I most often use. I also incorporate Kagan Cooperative Learning Structures to help with differentiation.

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I have several students this year in my English classes who have IEPs and 504s. I provide accommodations per the instructions on their IEPs and 504s in order to meet their individual needs.

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Generally speaking, the few students with IEPs or 504s who take Spanish classes don't receive many modifications or adaptations other than extended time.

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Very few students in Spanish classes have IEPs or 504s, but when they do, they are basically being mainstreamed into the class.  Other than extra time, not many modifications or adaptations are made.

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A couple of my students with IEPs are not able to meet the academic expectations in fifth grade, especially for math. This happened last year as well when I taught second grade. I work closely with the special education teacher to make sure these students are still able to participate. We often provide them with additional resources to use when completing math problems, like multiplication charts even though the standard requires them to know (or have strategies to find the answer on their own).

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Many of my students with IEPs have "preferential seating" listed in their IEP.  This does not change the standards they are expected to learn but helps them to be successful. When I taught eighth grade, I had a student with a visual impairment who needed to be seated close to the board and provided with larger print on assignments. Many of my students also have tests read to them and directions rephrased.

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I have 5 students with IEPs in my fifth grade class this year. I work closely with the special education teacher to make sure these students are being provided with the appropriate supports in order to be successful. They would not be able to meet the academic expectations without appropriate supports.

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I previously taught middle school and I had many students with IEPs in my pre-algebra classes. Some of these students were not in general education classes for other subjects, but they were able to meet the expectations for math and were mainstreamed into my class.

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One of my kiddos this year has an IEP. Due to his needs, one accommodation he has is preferential seating. Another is for him to be given a specific assignment that he can work on which allows him to work on what he's interested in without being disruptive to the rest of the class.

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I have a child in my class who struggles greatly with writing more than a couple sentences. When given questions that students are required to write a strong explanation on, I will have her verbalize her answer to me as I write it down. This allows her to show what she knows without becoming frustrated over the act of writing.

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I  like to think of a modification as WHAT someone learns and an accommodations as HOW.

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I like to think of an accommodation as the HOW the learner accesses the material, where a modification is the WHAT someone learns.

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I see several modifications for my IEP students. This year I have 6 students with IEPs. I am constantly working with the special education teacher to make the best modifications for my students. Modifications include taking their reading test with a text that is at their reading level. Or making everything multiple choice, rewording the math questions, taking away some of the other choices that everyone else is expected to complete.

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I feel I have more experience with inclusion.  For instance, now I have all types of learners in my classroom.  I have English Language Learners, I have students with IEPs and 504 plans, and I have general education students all within the alternative learning environment.  All these students receive accommodations and even modifications so they are treated as individuals and my team tries our very best to meet each learner's individual academic and socio/emotional needs.

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When I think of mainstreaming, I think of when I was teaching in the traditional setting. I taught an ELA co-taught class. Even though I had students with IEPs and 504 plans, they had the same academic expectations as every other student. They received supports or accommodations, but if any guest were to walk into the classroom, he or she would be unable to identify which students had a disability. I guess this is very similar to inclusion.