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This is a list of common modifications and accommodations. These are not necessarily specific ideas, but it provides an overview of what can be done.

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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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I like this site because it reinforces the idea behind modifications; it has to be done with the right purpose in mind.

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When school staff talk about accommodations and modifications for your child with learning and/or attention problems, are you confused? What do these terms mean in a classroom? Has an alternate assessment been recommended for your child on a state- or district-wide test? What do you need to know when it comes to standardized tests used to make important decisions about your child?

What are accommodations?

Accommodations provide different ways for kids to take in information or communicate their knowledge back to you. The changes basically don't alter or lower the standards or expectations for a subject or test. Preferred seating in the front of the class for a child with attention issues is an example of an accomodation. Through the child's Individualized Education Program (IEP) or 504 Plan, classroom accommodations may be formally developed. In addition, some general education teachers agree informally to make accommodations for kids in their classes.

What are modifications?

Prior to the 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA 2004), the term "modifications" referred to changes in the delivery, content, or instructional level of district-wide or statewide tests for students receiving special education services. In effect, modifications resulted in lowering the expectations and standards by which these students were assessed. Beginning with IDEA 2004, the term "modification" is no longer used in relation to district-wide and statewide testing, because the federal No Child Left Behind Act (NCLB) mandates that students with specific learning disabilities be tested using the same standards as those used for non-learning disabled kids. Replacing the term "modifications" with "alternative assessment" makes more explicit the different - i.e., less complex - standards of such tests.

Implications for classroom instruction

Accommodations are adjustments to make sure kids have equal access to curriculum and a way to be successful. Accommodations to be used for classroom instruction and testing are generally defined in a student's IEP, although this is not a required component of a student's IEP as specified by IDEA. When using accommodations, kids with learning disabilities (LD) or Attention-Deficit/Hyperactivity Disorder (AD/HD) are expected to meet the same standards set for all kids. For example: Kids with LD can learn the same material as others in the class but in a different way. A child with delayed reading skills can participate in class discussions about a novel if she's listened to the audio tape version of the book.

Accommodations also offer a way for kids with LD to demonstrate what they've learned. For example: A child with poor writing and spelling skills may use assistive technology - a tape recorder or word processor - rather then struggle with pencil and paper to do her report about a famous person in history.

Teachers can set conditions to help kids with AD/HD pay attention. For a child who's easily distracted by background noise, an accommodation that might be offered is seating the student away from the window and heater, or close to the teacher for prompting.

Modifications, on the other hand, mean that the curriculum and/or instruction is changed quite a bit. When modifications are made, kids with disabilities are not expected to master the same academic content as others in the classroom.

A child who can't learn the twenty-word spelling list every week may learn only ten words. This results in different standards for mastery - half the number of words as kids without a disability learn weekly.

A fifth-grade child with a severe math disability who isn't ready to learn fractions and decimals may still be working on addition and subtraction. This means that his instructional level has changed significantly - second-, not fifth-grade instruction - from that of other kids in his classroom. So, grades do not necessarily tell parents the full story; it's important to find out whether your child is achieving these grades in the standard curriculum for his grade level, or in a modified curriculum.

Implications for state- and district-wide assessments

Federal law requires a student's IEP to include a statement of accommodations required for participation in state- and district-wide assessments. Sometimes these assessments carry " high stakes" for students - they help decide important matters, such as whether your child goes on to the next grade level or graduates from high school with a regular diploma. Attaching student stakes to performance on state and district assessments is a state decision and is not a requirement of IDEA or NCLB. However, states are required by IDEA to issue guidelines/policy on appropriate assessment accommodations; and test makers usually provide a list of reasonable accommodations that won't interfere with test validity, so that they can guarantee that the test actually measures what it's supposed to measure.

Some classroom (instructional) accommodations may not be allowed on state or district assessments, because their use would invalidate the score on the test by compromising the measurement of the target skill. For example:

If a test of reading comprehension is read aloud to a child, then it doesn't measure his ability to understand what he reads. Instead, it tests his understanding of what he hears.

A spellchecker may be allowed to help a child who's writing an essay. But it couldn't be allowed on a spelling test because it would show his ability to use technology rather than how well he spells.

In general, any accommodations listed on the IEP must be delivered consistently - that is, at all times, and under all types of circumstances. However, a student's IEP should differentiate between accommodations for instruction and accommodations for assessment-and parents should understand the different consequences of each for their child.

If a child's Individualized Education Program (IEP) team determines that the child can't participate in the regular state or district assessment (even with appropriate accommodations) and, therefore, will participate by taking an alternate assessment, the IEP team must develop a written statement of why the child cannot participate in the regular assessment, and why the team has determined that a particular alternate assessment is appropriate for the child. If your child is receiving special education services you should be aware of the important consequences of the child taking an assessment other than the regular assessment that all students take.
Updated January 2010

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Accommodations, modifications, and alternate assessments: How they affect instruction and assessment

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Your child may be eligible to use certain kinds of adjustments to help him succeed in the classroom and on standardized tests.

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This site starts with examples of "bad" modifications, then provides ways it should be done.

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Good modifications are a wonderful way to support your students with disabilities so they can experience everything the general curriculum has to offer. But bad modifications-at best, they don't help, and at worst, they can do more harm than good.
So how do you know the difference?
Before we get to that, here's a quick refresher on the difference between modifications and accommodations, in case you'd like a clearer definition. Our friend Nicole Eredics at came up with this elegant little chart that summarizes the differences really well; with her permission, I'm including it here:

To summarize the difference, here's a quote from "Accommodations change Understood.org: how a student learns the material. A modification changes what a student is taught or expected to learn." Both happen within the general education classroom, but an IEP team might choose modifications to make the curriculum accessible and appropriate for a student with more significant learning needs.

When modifications are chosen over accommodations, sometimes there's confusion about what types of alterations should be made to best help the student succeed. Let's look at some examples. In The Speech-Language Pathologist's Handbook for Inclusive School Practices, Julie Causton and Chelsea Tracy-Bronson list the top 10 worst types of classroom modifications for students with disabilities. (They count them down from 10 to 1 like Letterman used to, but this top 10 is definitely the opposite of funny.)

Here's their list of examples:

10. The seventh grade class is doing math, but one student is using Sesame Street blocks to work on counting.

9. The class is watching a video, but one student who is blind is sent out of the room because she can't see.

8. The classroom is arranged with desks in groups of five, but one student is seated in a group with only two desks, one for him and one for his assistant.

7. While the rest of the high school class is doing reports on nutrition, one student is given a tub of dry beans and rice to "explore."

6. Fourth-grade students are adding adjectives to sentences, but because the SLP has not yet put adjectives on one student's communication board, the student does not participate in this lesson.

5. During silent reading, the SLP takes one student to the back of the classroom to work on articulation.

4. Because one student has dressing goals on her individualized education program, she puts on and takes off her shoes two times when she gets ready for gym class.

3. Because one student does not yet read, she listens to a music tape while the teacher reads aloud to the class.

2. A student who types to communicate is provided with a device only during language arts class.

1. A 12-year-old student goes with the second-grade class to physical education because his gross motor skills are "at that level."

You can see what's going on in these examples. Age-inappropriate materials that may embarrass a student and affect the way her peers perceive her. Classroom arrangements and schedules that physically divide a student from his same-age peers. "Modifications" that don't have much to do with the lesson and don't presume a student's competence.

So how do we choose good modifications?

You'll know a modification is good when it helps your student participate meaningfully and productively in class. Good modifications focus on a student's individual strengths and needs, use age-appropriate materials, are relevant to the content everyone else is learning, and reflect a culture of high expectations. Causton and Tracy-Bronson share some solid modification ideas in their book -maybe you've tried some of these already in your own classroom.

( Please note that this list doesn't provide direct, 1:1 alternatives to the "worst modifications" above-these are just a few options for helping students access the curriculum, and they won't work for every learner. Your students will have a broad range of skills and abilities, and the modifications you choose should always be personalized to their specific strengths and needs.)

Reword test items using simplified language.

Reduce the number of problems or questions on a test.

Provide a topic bag filled with a variety of interesting objects that directly relate to the content.

Modify a worksheet with easier-to-read numbers and allow use of a calculator.

Present picture communication symbol choices on tests.

Allow spelling support from a spell-check program.

Have a student create an outline instead of an essay.

Provide a word bank of choices on a test.

Have a peer summarize a reading assignment for a student who needs support (be careful not to call on the same peer to help every time-mix it up, and you'll benefit everyone).

Want more ideas to add to your toolbox? In today's download, you'll get 100+ quick tips for modifications, adaptations, and accommodations. You'll find a list of content-specific ideas for different subjects-math, reading, science, art, and more-and a list of supports for everyday activities, including test-taking, giving oral presentations, and getting organized. Print it and keep it handy (and share with your favorite teacher, too)!

Download 100+ bright ideas for modifying content and activities!

New to the Brookes Inclusion Lab? Keep reading-check out our archive of Inclusion 411 posts , packed with practical tips and free downloads!

Read more posts and get more infographics inspired by Julie Causton's books:

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10 Worst Modifications for Students with Disabilities (and 100+ Good Ones!)

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Good modifications are a wonderful way to support your students with disabilities so they can experience everything the general curriculum has to offer. But bad modifications-at best, they don't help, and at worst, they can do more harm than good. So how do you know the difference?

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This site reinforces the idea of how to accommodate, but it also provides links to resources.

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Learning Disabilities Association of America

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While the majority of a student's program should be as closely aligned with the general education curriculum as possible, some accommodations and modifications may be necessary. Listed below are some suggested ways to aid students with specific learning disabilities (SLD) learn more effectively at home or at school. Selection from these and other possibilities must be based on the individual needs of each child.
Information and ideas from a multidisciplinary team, including the parents and student, are important for developing an Individualized Education Program (IEP) that meets the unique needs of each student with learning disabilities. A carefully developed multidisciplinary approach will make classroom instruction meaningful for students.

1. For some students who read slowly or with difficulty, a "read-along" technique may be used with taped texts and materials to allow learning of printed materials.

2. For students with memory problems or difficulty taking notes, a fellow student might share notes; the student might tape the lesson; or the teacher might provide a copy of the lesson outline.

3. For students who read below expected levels, educational videos and films or talking books can provide the general information that cannot be acquired from the printed page.

4. For students with short term memory problems (e.g., understand math processes, but have short term memory problems that interfere with remembering math facts), a table of facts or a calculator could be provided.

5. For students whose handwriting is slow, illegible or includes many reversed letters, a cassette recorder or a computer with word processing software could be used for written work or tests.

6. For students who have difficulty with spelling, a "misspeller's dictionary" or computerized spell checker can help make written materials readable.

7. For students who have difficulty reading cursive, small, or crowded print, typed handouts, large print, or double spaced materials can help.

8. To develop memory and listening skills, poetry, rhymes, songs, audio-taped materials and mnemonics may improve performance.

9. To teach spelling, the teacher might use a multi-sensory approach that combines saying, spelling aloud, and writing words.

10. Ways to improve vocabulary and comprehension can include a student-developed file of vocabulary words and the use of word webs and visual organizers to relate words and ideas heard or read on paper. A dictionary or thesaurus, suited to the child's learning level, is also an excellent tool for building vocabulary, spelling and reading comprehension.

11. For students who have difficulty organizing time, materials and information, a variety of approaches can be used, including:

a quiet, uncluttered homework space

alarm watch

purchased texts that can be marked with a highlighter

a homework assignment diary coordinated between home and school

study skills instruction

a personally-developed date-book or scheduler

12. For students who copy inaccurately, but need written practice to solidify learning, changes that may help include: leaving a space directly under each word, phrase or sentence, or having handouts on the desk for those who can't copy from the blackboard or take dictation accurately. For left-handed students, place the list of words at the right margin. For students whose writing is large, provide enlarged spaces for "fill in the blank" activities.

13. For students who seem to process auditory information slowly (e.g., not fully understanding questions asked, recalling needed information, or forming an appropriate answer), be patient. Allow sufficient "wait-time for the answer or provide the questions in written form.

14. Oral and written language should be taught together as much as possible. Illustrations in a book being read should be used to generate conversation, vocabulary and concepts that will relate to what is to be read. Material that is read can be translated into a verbal summary, a word web, a visual organizer, or a computer presentation.

15. Students who find reading slow and difficult may benefit from supplementing the subject matter being read with video tapes, DVDs, captioned TV programs, or computer software.

More on Reading

Since reading is central to learning, children who do not learn to read by the second grade are likely to struggle with learning throughout their lives. Reading assessment should include skill levels in decoding, fluency and comprehension.

As children learn to read, they learn how spoken and written language relate to each other. Thus, the components of a reading program must also relate to one another, engage all children and meet their individual needs. Reading activities may include:

Listening to good stories and books, appropriate to the child's age, read aloud daily

Language games that encourage identification of rhyming words and creation of rhymes

Instruction and practice in phonemic awareness, alphabetic knowledge, alphabetic principles, decoding strategies, vocabulary acquisition, fluency and comprehension

Additional reading instruction in a small group or tutoring setting

Before/after school and summer school classes

Teaching Mathematics

Theories on mathematics disabilities view spatial visualization and verbal skills as critical. These two skill areas are important for anyone learning mathematics, but are especially important for students with learning disabilities. These areas should be heavily emphasized in the teaching and remediation of mathematical concepts and skills.

An individualized education program in mathematics would concentrate on developing concepts and skills within such strands as: numeration, geometry, measurement, collection and interpretation of data, estimation/mental computations, patterns and relations and word problems/applications. Concepts are best introduced with "hands-on" concrete materials. Knowing one-digit facts is important, but work with paper and pencil algorithms should not be emphasized, since calculations can be done with calculators if memory or sequencing is a problem.

Estimation strategies are often taught as mental computations skills are developed. Students should be encouraged to draw illustrations and representations whenever possible. They should consistently discuss, read and write as they solve more complex computational and word problems. For students with learning disabilities, confidence in the practical applications of mathematics to everyday life is also very important.

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Accommodations, Techniques and Aids For Learning

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While the majority of a student's program should be as closely aligned with the general education curriculum as possible, some accommodations and modifications may be necessary. Listed below are some suggested ways to aid students with specific learning disabilities (SLD) learn more effectively at home or at school.

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This site provides ideas for instruction approaches for students on the autism spectrum.

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This site provides insight to remind the teacher of how a physical limitation may make a student feel, so it gives perspective to assist with thinking about modifications.

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Physical activity and mobility may be impaired by a number of conditions, some of which are permanent, others of a temporary or intermittent nature. These conditions include cerebral palsy, arthritis, muscular dystrophy, multiple sclerosis (MS), Parkinson's disease and repetitive strain injury (RSI). Back or neck injuries may also affect general mobility. A stroke may result in temporary or permanent loss of feeling or movement of part of the body - frequently on one side. Speech and vision may also be affected in students with cerebral palsy and multiple sclerosis for example, and in those who have suffered a stroke.

Coordination and balance may be mildly or severely affected by any of these conditions. Movement may be impaired by muscle spasms, numbness or pain. As a consequence, both manipulation of equipment and writing may be difficult. Some students use wheelchairs to enhance their mobility whilst others will walk with the aid of callipers, crutches or walking stick. Some students may experience chronic fatigue and for others there will be extreme fluctuations of energy from day to day.

Physical disability may also result from head injury (ABI - acquired brain injury). Increasing numbers of students are returning to education following vehicle or sporting accidents in which they have sustained some degree of brain injury. Resulting impairment may affect speech, vision or coordination, and the injury may also be responsible for personality disorders or depression.

In providing accommodations for students with physical disabilities we need to remember that some conditions are characterised by periods of remission, so the disability will not always be visible and will not always impact on the student's ability to function in the educational environment in the same way. Each learner with a physical disability should be assessed individually and accommodations should be implemented based on the unique needs of each student.

Impact of a physical disability

The impact of physical disability on learning will vary but for most students the issues of most significance relate to physical access, manipulation of equipment (e.g. in a laboratory), access to computers, participation in field trips and the time and energy expended in moving around campus. Students may be affected in the following ways:

When there is limited time to move between venues, students may miss the beginning of a class.

Fatigue is common for many of these students. Using facilities that others take for granted, such as toilets, food-outlets, libraries and lecture rooms, may be a major undertaking.

Some students may experience functional difficulties: an inability to write using a pen; reduced writing speed; involuntary head movements which affect the ability to read standard-sized print; and reduced ability to manipulate resources in the learning environment. They may have difficulty turning pages or using standard computers.

Students may have frequent or unexpected absences from class owing to hospitalisation or changes in their rehabilitation or treatment procedure. Earlier periods of hospitalisation may have meant gaps in schooling.

Students with a long-standing mobility disability may have experienced gaps in their schooling due to periods of hospitalisation.This may have affected their confidence in learning.

Students with a mobility impairment may have fewer opportunities for interaction with other students. Feelings of separateness in the learning environment may have an impact on learning.

Teaching Strategies

There is a range of inclusive teaching strategies that can assist all students to learn but there are some specific strategies that are useful in teaching a group which includes students with physical impairment.

The fact that students have a mobility disability may not always be immediately apparent. Needs will vary, and difficulties may fluctuate. Some students will choose to disclose their disability; others will not. At your first lecture, you might invite any students who have a disability to contact you for a confidential discussion of their specific learning needs. You might also ask students what, if any, information would need to be shared with other members of staff, or with other students in the class. Below are some further suggestions:

Students who use wheelchairs, callipers or crutches, or who tire easily, may find it difficult moving about within the constraints of lecture timetables. Absence or lateness may be a result of the distance between teaching venues, so at the end of a lecture you may need to recap any information given at the beginning.

Check that academic activities which take place off-campus (such as industry visits, interviews or fieldwork) are accessible to people with a mobility disability. Consider supplementary laboratory practicals, films or videos as alternative options to field trips.

Students with a mobility disability may sometimes wish to use their own furniture, such as ergonomic chairs or sloped writing tables. Extra space may need to be created in teaching rooms, but this should be done unobtrusively.

Some students with back problems may prefer to stand in lectures or classes, rather than sit.

Some students may need to use a tape recorder or note-taker in lectures. Extra time is involved in processing information acquired in this way. It is common practice in some departments to routinely tape all lectures. This is a practice which will assist a variety of students, including those who may be absent from time to time because of their disability.

Students may need extensions to deadlines for work involving locating and using library resources. Provide reading lists well before the start of a course so that reading can begin early.

Academic isolation may be an issue for students who are unable to participate in some class activities. One-to-one sessions with a tutor may help fill this gap in participation.

Assessment Strategies

In considering alternative forms of assessment, equal opportunity, not a guaranteed outcome, is the objective. You are not expected to lower standards to accommodate students with a disability, but rather are required to give them a reasonable opportunity to demonstrate what they have learned.

Students with a mobility disability may need particular adjustments to assessment tasks. Once you have a clear picture of how the disability impacts on performance you can consider alternative assessment strategies, such as those suggested below:

A reader or an oral examination (either presenting answers on tape or participating in a viva) are alternatives to the conventional written paper. An oral examination is not an easy option for students. Give the same time for an oral examination as for a written exam, but allow extra time for the student to listen to and refine or edit responses. In your assessment, allowance should be made for the fact that spoken answers are likely to be less coherent than written answers.

For some students the combination of written and oral examination will be most appropriate. Allow students to write answer plans or make outline notes, but then to answer the question orally. Your assessment should be based on both the notes and the spoken presentation.

Students may need to use a personal computer or a personal assistant in an examination. If so, it may be necessary to provide extra space for equipment, or a separate examination venue if the noise from equipment (e.g. a voice synthesiser) is likely to be distracting for other students.

Provide extra time in examinations for students who have reduced writing speed. Some students with a mobility disability may need rest breaks. Take-home examinations and split papers may be options, given that some students may need double time to complete examinations.

Allow extensions to assignment deadlines if extensive research involving physical activity (e.g. frequent trips to the library or collection of data from dispersed locations) is required.

Related Resources

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Inclusive teaching practices for students with physical disability

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What I really like about this cite is that each idea has it's own link for additional information.

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The most effective support for students with speech impairments is to receive speech therapy given by a speech-language pathologist (SLP). (Smith & Tyler, 2014) Based on speech severity, allow the...

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This site provides specific ideas from reading comprehension to math.

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This site provides an extensive list of 504 accommodations.

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This site has multiple links to everything from accommodation ideas to ideas about classroom management.

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What are accommodations?

Accommodations are alterations in the way tasks are presented that allow children with learning disabilities to complete the same assignments as other students. Accommodations do not alter the content of assignments, give students an unfair advantage or in the case of assessments, change what a test measures. They do make it possible for students with LD to show what they know without being impeded by their disability.

How does a child receive accommodations?

Once a child has been formally identified with a learning disability, the child or parent may request accommodations for that child's specific needs. The Individuals with Disabilities Education Act states that a child's IEP (Individualized Education Program) team - which both parent and child are a part of - must decide which accommodations are appropriate for him or her. Any appropriate accommodations should be written into a student's IEP.

Here are some examples of possible accommodations for an IEP team to consider, broken into six categories:

Presentation:

Provide on audio tape

Provide in large print

Reduce number of items per page or line

Provide a designated reader

Present instructions orally

Response:

Allow for verbal responses

Allow for answers to be dictated to a scribe

Allow the use of a tape recorder to capture responses

Permit responses to be given via computer

Permit answers to be recorded directly into test booklet

Timing:

Allow frequent breaks

Extend allotted time for a test

Setting:

Provide preferential seating

Provide special lighting or acoustics

Provide a space with minimal distractions

Administer a test in small group setting

Administer a test in private room or alternative test site

Test Scheduling

Administer a test in several timed sessions or over several days

Allow subtests to be taken in a different order

Administer a test at a specific time of day

Other

Provide special test preparation

Provide on-task/focusing prompts

Provide any reasonable accommodation that a student needs that does not fit under the existing categories

Should accommodations have an impact on how assignments are graded?

School assignments and tests completed with accommodations should be graded the same way as those completed without accommodations. After all, accommodations are meant to "level the playing field," provide equal and ready access to the task at hand, and not meant to provide an undue advantage to the user.

What if accommodations don't seem to be helping?

Selecting and monitoring the effectiveness of accommodations should be an ongoing process, and changes (with involvement of students, parents and educators) should be made as often as needed. The key is to be sure that chosen accommodations address students' specific areas of need and facilitate the demonstration of skill and knowledge.

To find specific technology for particular accommodations, go to Tech Matrix . Choose a subject area and /or a learning support need. The matrix will generate a list of products to consider.

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individuals with disabilities education act

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The National Center for Learning Disabilities presents examples of accommodations that allow students with learning disabilities to show what they know without giving them an unfair advantage. Accommodations are divided into the following categories: how information is presented to the student, how the student can respond, timing of tests and lessons, the learning environment, and test scheduling.

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This site has 7 apps that can (hopefully) be added to classroom technology.

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In the digital age, electronics no longer provide only classroom distractions, but also fantastic educational tools. Perhaps this holds truest within the special education realm. Equipping your child or student with the right iPad and iPhone apps can enhance his or her learning process. Determining the correct app might seem overwhelming, but fear not! Below are several popular and practical apps to consider.

Speak It!: A text-to-speech app, Speak It! can help your learner read or speak. Simply copy and paste selected text and Speak It! reads the words out loud. The app highlights each spoken word so that kids can more easily follow along with the text. This $1.99 app gives a non-verbal child a voice so that he or she can interact with classmates. Just type what you want to say and Speak It! does the rest. The ability to save countless phrases adds convenience by eliminating the need to type the same phrases over and over again.

Read2Go: Read2Go corresponds with Bookshare, a digital library that makes books available to students with reading-related disabilities such as dyslexia and vision issues. The app costs $19.99 but allows you to access Bookshare's expansive library featuring over 170,000 books via your iPad or iPhone. While Read2Go requires a Bookshare membership, an award from the U.S. Department of Education Office of Special Education Programs offers free memberships to schools and students who meet certain qualifications.

Dragon Dictation: Students who have difficulty writing due to disabilities can benefit from the free Dragon Dictation app. This voice recognition technology app enables a student's iPad or iPhone to capture and document what the child says. Users rave about the app's accuracy.

Notability: People learn differently and the note-taking app Notability embraces this notion. Kathleen H. McClaskey, a digital learning consultant and reoccurring guest on the special education-focused The Inclusive Class Podcast, noted during her September 14th 2012 appearance on this program that Notability works especially well with visual learners. Additionally, those who excel through listening will certainly find the $1.99 app's audio recording component useful. Given Notability's versatility and low price, it's no surprise that Apple named the app 2012's bestselling note taker.

Talking Calculator: If a visual disability makes using a calculator difficult for your child or student, the Talking Calculator app could become your ideal solution. Talking Calculator features large colorful buttons, creating an easy-to-use interface. Plus, as the app's name suggests, the calculator talks. Put your finger on the screen and Talking Calculator tells you what button your finger hovers over. Perform a calculation and the calculator vocalizes the answer. At $1.99, Talking Calculator can change math from a dreaded subject into a fun and enjoyable experience.

Virtual Manipulatives!: Another math-related app, Virtual Manipulatives! uses visuals to effectively teach fractions, decimals and percentages. Virtual Manipulatives! ranks among the top 50 free educational apps and received honors as an Apple staff favorite.

Draw Free for iPad: When a school project entails an artistic element, consider Draw Free for iPad. General education teacher and Learn It In Five website creator Mark Barnes specifically notes that the Draw Free for iPad works well for students with fine motor skills issues. Barnes has personally seen students with disabilities succeed inside his mainstream classroom using this free app.

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Assistive Technology - Top Apps for Students with Special Needs

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In the digital age, electronics no longer provide only classroom distractions, but also fantastic educational tools. Perhaps this holds truest within the special education realm. Equipping your child or student with the right iPad and iPhone apps can enhance his or her learning process. Determining the correct app might seem overwhelming, but fear not!