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My name takeaway was the various was to make things accessible. In English that is something that can easily become a challenege for students especially as ELL students. In my classroom, I can look for translations that make them feel comfortable and able to participate in discussions. I can also allow students to use tech like laptops or the opposite in hand written work depending on how students feel most comfortable producing work/essays.

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My main takeaway was being reminded of the specific difference between modification and accommodation. Accommodation is how the curriculum is changed instructionally whereas modification is what is being changed for the student to accomplish. I'll give an example of each for PE. An accommodation for PE would be using simplified cues or demonstrations. A modification would be using a different type of equipment (size, texture, etc.) to meet the students' needs.

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This module helped me differentiate between accommodations and modifications in the classroom. A modification is an actual change to an assignment or lesson, such as reducing the number of problems. An accommodation makes it so the student can complete the assignment (such as Braille, or text-to-speech). In my classroom, I can make accommodations such as digitizing music to use on iPads/tablets so students can zoom in to see, or by wearing a microphone so I can be heard clearly over other students.

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I am confident now in my ability to tell the differences between accommodations and modifications. This knowledge will certainly come into play in the history classroom. A lot of the primary source documents we work with make it difficult for students to fully understand what is being said because of the difficult language. This can be solved by using alternative sources or modifying the sources for students at lower reading levels. For some sources, all of the students may need to have the source modified to help with clarity.

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This module helped to make the differences between accommodations and modifications more clear to me. Accommodations are simply things put into place to assist a student who may have barriers making it hard for them to complete their work to their full potential. Modifications are when the teacher makes changes to the assignment in order for a student to be able to be successful. This may mean less problems in math or less to write in writing. Both are important to understand in order to be the most successful teacher possible, depending on the needs of a teacher's students.

I make accommodations for my first graders, but I plan to use modifications for a student in spelling by giving the spelling less words.

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This module helped me to understand the differences between accommodations and modifications. The examples helped me to understand the difference. Accommodations remove barriers to learning. For example, students with hearing impairments use a hearing aid in the classroom. Modifications can include changes to the content, but the students are exposed to the same curriculum.

In music class, there are ways to provide accommodations and modifications for students. An example that I have experienced is 3/4 size guitars for students. This allows students who are shorter easier access to learning to play guitar. It is easier for them to hold and play chords, yet it sounds and functions the same as a full-sized guitar.

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Understanding differentitaion and the differnece between accommodation(the how) and modifications (the what). Fair doesn't mean equal. It was helpful to be reminded that differnetiation is good when you focus on the learning objective. I can use this in art classrooms to provide options for an assignment to promote engagement.

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This was a really good review of modifications and accomodations. It's important to know the distinction between the two and when to apply each of them. My understanding is that accomodations change the way in which the student learns with supports and modifications changes the actual material. For instance, a graphic organizer is a modification because it is not changing the content, but is an added support. A modification would be simlified questions because the content itself/the standard is changing. In my classroom, accomodations might included more guided outlines for papers or more writing time. A modification could be submitting a simplified paper or a shorter length paper.

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One of the biggest takeaways from this module was more of the direct applications of accommodations and modifications. It was nice to get a clearer understanding of what made up each. I now have a better understanding of the difference between the two and what encompasses each.

Within the English class, I can use many methods. For accommodations, I can use many different graphic organizers or provide extra time on texts/assignments. For modifications, I could allow a student to turn in a detailed outline rather than a full essay, or allow a student to only complete 3 paragraph essays rather than 5 to meet their needs.

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Reviewing this module was very valuable in that it taught the differences between accommodations and modifications, but also talked about the application of these things into differentiation of instruction.

In the music classroom, this can be applied in many ways, but one of which is differentiating the ways that music is taught. For instance, we can use solfege hand signs and syllables, teaching by rote, and sight-reading from sheet music. It's essential that planning is done based on the needs and strengths of every student, towards the goals of your curriculum and values for your music program.

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After going through this module, my biggest takeaway was that I now feel more comfortable understanding what an accommodation is and what a modification is. They both serve a similar purpose but do it in different ways. Accommodations affect how the work is done, while modifications affect what the student does. As a history teacher, I can be sure to accommodate the primary sources by providing it in a different way, and modify it by shortening it or re-wording it to make it easier to read. I can also make other in-class activities like discussions and lectures accommodating and modifying it very easily. As a teacher, it's my job to set up my students for success, and I have no problem with making sure that the core goals of my lessons get conveyed in any way, shape, or form.

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Going through this module reminded me about the differences between accommodations and modifications. In short, accommodations focus on changes for the student and modifications focus more on differences the teacher makes for their students. In PE, one way that I can provide some modifications for students is allowing them to have multiple different opportunities in class allowing my students to have some freedom of choice and choose what they think they can best achieve. I can also modify games as needed based on my students' reactions and participation for activities.

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After viewing the module, I feel that I have a better understanding of the distinction between what an Accommodation is and a Modification. It was a little unclear to me in my previous understanding the difference as what I thought were accommodations were actually modification such as utilizing a calculator on a math test is actually a modification instead of an accommodation. Also, it became a lot clearer how to utilize differentiated instruction as it can be used outside of the special education setting.

In the music classroom setting, when it comes to part testing, there are ways that I can modify testing and allow students to record themselves outside the classroom setting so then they have more time and are in a lower pressure situation. Also this relates to the distribution of materials and teaching such as providing students with larger print materials, or allowing them to use a device to read the music.

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After reviewing this module about accommodations and modifications, I was refreshed on what is considered an accommodation and what is a modification. Prior to this, I threw them both into the same boat, but it's clear they are very different.

As a history teacher, I can make sure to accomodate my students with needs but also modify lessons for different levels in the classroom. I want to make sure that whatever accommodations a student needs (such as a different presentation style, like printing it for a student rather than having it on the board) should help to support them. Then, with modifications to lessons, I can simplify langauge of primary source documents while keeping the same meaning

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I think the biggest lesson I learned throughout this module was the distinction between accommodations and modifications. Accommodations allow students to learn the same content as everyone else, but through different means, such as graphic organizers, text-to-speech, time extensions, etc. Modifications adjust what is expected of the student or how difficult the work is. As a history teacher, I can use some of these methods to allow all students to learn from primary documents, historical texts, and classroom discussions. Students who struggle with reading can have the documents read to them, and others can have simplified written versions. This would allow them to keep up with analyzing past events and forming evidence-based arguments.

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One big takeaway from this module is the importance of understanding the difference between accommodations and modifications and how each supports student success in unique ways. Accommodations help students access the same content as their peers, while modifications change what students are expected to learn. This reminded me how essential it is to intentionally choose strategies that meet individual needs without lowering expectations unnecessarily.

In my role, I can apply this by being more mindful when planning lessons and assessments—making sure I provide flexible options like extended time, alternative formats, or assistive tools while still maintaining high standards. I also see the value in collaborating with special education staff to ensure supports are appropriate and effective.

One question I still have is how to balance fairness with flexibility—how do we best communicate to students and families why different supports are provided without making anyone feel singled out?

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After viewing the materials within the module, I have a better understanding of accommodations and modification and can differentiate the two. A modification changes what a student is learning where an accommodation changes how the student learns.

As a music educator, I can find both of these tools valuable. In terms of accomodations, there are tools to aid students in properly holding or carrying an instrument. Students can also have access to digital music or large print music. Modifications could include rewriting of parts and individualized assessment. Many students are at different levels musically no matter what their age so individual assessment based on progress is of high importance.

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After reviewing the module, I was reminded of the distinctions between the various learning interventions (accomodations, modifications, SDI, etc.), relating to how they best assisted students' needs.

As a music educator, I can utilize these principles through what and how students learn. Accommodations may include large print music, digital instruments, using bow guides and other ergonomic tools. Potential modifications include simplified parts, and individualized goal-based assessment.

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After viewing the materials and playing the game, I now have a better understanding of things are considered an accommodation instead of a modification. By knowing this information, I can use these examples for how I can change my lesson depending on if the student needs an accommodation or modification.

In FCS, I can make the recipe font bigger, use simpler language, pre-filled in note sheets, etc. depending on what the student needs so they still can do the activities with everyone else.

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After reviewing the modules I was refreshed on accommodations versus modifications. Modifications is more broad, for issues the whole class could face. Accommodations is tailored towards individual needs. I hope to implement them by including remediated and advanced options in each of my lesson plans for students as a whole.

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One of my biggest takeaways was the difference between accommodation and modification. I always found the two to be similar, but they are actually very different strategies that have a common goal of supporting students. Accommodations focus on the environment for the student and how they take in the material while modifications look at the practicals of what is being taught and make changes there.

Specifically for science content, differentiated instruction can be applicable through providing students with opportunities to apply the content on real-life scenarios. It might be difficult to engage students on limiting reactant problems, but if it is reframed to look at a recipe, this could interest a student more while still allowing them the opportunity to understand the underlying concept.

Further question: what are some creative ways to accommodate or modify lessons for students so that extra attention is not drawn on them? I can imagine that in a high school setting students can get self-conscious about being called out or singled out in class.

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After viewing all the required material, my takeaway was that we should focus on how the student learns best. We do not have to write individual lesson plans for each student, but rather implement small changes. Every student learns in a different way and has their own challenges to face within the school day. I like the idea of letting students choose a topic that interests them when writing an essay.

In the PE field, if I have a student who is consistently not participating, I can give them some choices in activities. This gives the child more flexibility, but they are still moving their body. I can modify different games and skills to meet the students where they are at.

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Patricia Colon

After reviewing the module I have a better understanding of accommodations vs modifications. I think I would be better at not only implementing IEPs in my classroom, but coming up with appropriate accommodations for students that need extra support

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Takeaway: I appreciate that applying modifications and accommodations encourages creative thinking as a teacher. When thinking of alternative ways to assess students knowledge, we can often come up with more innovative ways to teach that can even benefit the entire class.

Application to role: In my role as an art teacher I can be open to the use of a variety of media to respond to certain assignments. Students may feel more confident using clay over graphite, and being aware of preferences will allow me to serve my students best. Students will likely absorb the information effectively when they are motivated by the materials.

Further questions: How can I implement modifications without other students feeling upset? I do not want any of my students to feel 'called out' or picked on by students for completing a different assignment.

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I enjoyed the discussion in the YouTube video about catering the learning to student needs. It highlighted the fact that students are more inclined to do good work when they feel supported and are interested in what is being taught. I also thought the method of having a space on an exam for students to write about additional important content that was not assessed on the exam is effective. This enables students to showcase their learning in a way that is not constrained by the test. Overall, this module clearly communicates that students do not all learn in the same manner, so as teachers, we ought to accommodate our students and provide modifications as needed to support their learning.

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I took away that it is critical for educators to not only know the difference between accommodations and modifications, but to know where and when it is appropriate to use them. This requires checking in with teachers and support staff as well as IEP plans.

As a music teacher, while I am not the teacher with these students most often, it is critical that I am finding ways to include these different groups of children. I can differentiate instruction so that all can learn. I may make modifications to parts so that the music is simplified so that a student could still participate.

My question is how do we as educators gauge that a student is being rightfully challenged? I want to make sure that I am stretching each of my students accordingly but do not want to over or under load the student.

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My takeaway from this is that we should focus on how students learn best not what the students are being taught. It is a normal part of learning for students where things will be modified or accommodated to meet the needs of each student. In the video, the teacher was flexible with this and continued to teach the students what they needed to be taught, but did not change what they were learning. I think this goes along with effective planning making sure you are prepared for students and are ready to meet their needs, but also be understanding that you may not always be prepared and that is okay. In my classroom I want to be able to learn about my students and who they are as well as how they learn best so I can implement that into instruction an d help them be successful, and can also do this through extensive review of their IEPs.

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Takeaway:

I love the concept that differentiated instruction expands outside the realm of special education and can be strategically (yet painlessly) integrated into the instructional setting to help specific students, but also better the group.

I also appreciate that this section did not limit accommodations and modifications to IEP applications. Yes, these are critical to establish, but it is important to remind myself as an educator that a student's modifications and accommodations should not set them apart from their peers.

Question relating to further application: How can I appropriately have class discussions with students explaining that each student gets what they need and what is best for them without creating social barriers?

In other words, ho can I ensure modifications and accommodations do not hinder inclusion within the classroom?

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I love the idea of letting students write what they might know and have studied that wasn't on the test. One of the most important things is having a good relationship with your students and getting to know them. This will help in making modifications and accommodations.

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Reflection: My biggest takeaway from this module is the importance of knowing the difference between accommodations and modifications. When a student is given accommodations, it changes how the student learns the content, not what the student learns. When a student is given modifications, it changes what the student is actually learning. I was also reminded of how knowing my students will help me to engage with them through their interests when using differentiated instruction. As a student teacher, I want to use this knowledge about accommodations and modifications to support and challenge my students to reach their fullest potential.

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My big takeaway from this module is that variability is the norm. I used to think accommodations or modifications were needed only in certain cases, but I now realize they will be a regular part of teaching. As an educator, this means I cannot rely on a “one-size-fits-all” approach; instead, I need to design lessons that anticipate differences and support each student as an individual learner. This requires flexibility in my instruction, offering multiple ways for students to access and engage with material so all can succeed. It also challenges me to reflect often and adjust as needed to ensure every learner feels included. One question I still have is: How can teachers balance providing individualized support with maintaining a manageable workload when planning for diverse needs?

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Takeaway: Something I took away from the accommodation and modifications module is that accommodation is where there are changes made to how students learn, while modifications are changes to what students are taught or expected to learn in class. I also learned the importance of building relationships with students to be able to make these decisions and help our students out in the way that they need

Application: In my role as a teacher, I want be able to build those relationships and help my students out with any modification or accommodation that they need. I also want to use the knowledge I know about IEP's to be able to read them and successfully understand them to help my student in the way that they need.

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My big takeaway is that accommodations and modifications serve different purposes. Accommodations give students access to the same content, while modifications actually change what is being taught or expected. In my role, I want to be intentional about when to use each so students are supported but still challenged to reach their potential. I’m still wondering how to best find that balance and make sure students feel both capable and successful.

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Takeaway: I know a lot about accommodations and modifications already but it was nice to get a refresher and some new ideas about both. I like the strategy from the one video about content, process, and product. This strategy was how I think of these two for things students can use to get to the same learning goal. But I didn't think of this idea as a 3-step process.

Question: Why is using a calculator on a math test not an accommodation? This would not be changing what the student is being taught. This was the only question I got wrong on the matching game.

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Accommodations and modifications are utilized to change how a student learns and what can be done for them to be given a fair chance to learn and understand the content. Accommodations are how to student learns the curriculum and modifications are things that change what a student is being taught. This is important for me as a future HPE teacher because there will be students in my classes who need differentiated instruction in order to participate and understand what is being taught just as other students in the class. Although these changes may look different than the general education classroom, they are still important to provide tools that will accommodate to the student's needs. Question: Is it okay for a teacher to make an accommodation/modification without consulting the parents if they feel it will better help the student be successful?

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Something I took away from the video in the accommodation/modification module is the teacher was flexible and adaptable to create accommodations for his students because he knew them/how they learned best. He didn't change what the students were taught, but he changed how they learned and applied the content to further guided practice. I can implement this in my classroom by knowing how my students learn best, and using their interests to engage them in PE and health activities.

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Takeaway: Accommodations and modifications provide different options for students to equitably meet the high expectations and support of a school setting.

Application: In my special education role, I should advocate and ensure the validity of my students' accomodations and modifications in alignment with their IEP while ensuring they are held to (realisitically) high standards. In my general education role, I should always be aware of any IEP-driven accs or mods in my class and look for my own ways to support individual needs.

Questions: Is there ever a situation where a teacher should make a modification for a student without a legal/official document or reason?

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Something I learned during this module is that variability is the norm. It is important as educators to differentiate instruction so our students can succeed. I plan on using accommodations and modifications in my classroom so students can be better engaged with the content.

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After viewing this module about accommodations and Modifications, my takeaway is that differentiated instruction is not spending hours on making several different lessons; it is a way of thinking. It was helpful to hear how the video broke differentiated instruction down into three areas: content, process, and product. This is helpful as a middle school science teacher because the main goal in science is to ask questions. I can apply differentiated instruction by using the main learning objectives to have students explore areas of interest to them, while still practicing the scientific method etc.

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I have learned that accommodation is a change in how students learn, whereas modifications are when we change what a student is taught. So, we should be willing to differentiate instruction based off of the type of support each child needs in the classroom. In my future classroom, I can implement using work with large text size and fewer items on the page to help my students focus. I think this is an important skill to include in the classroom.

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One takeaway from this module is that accommodating a student does not mean excluding them from what the class is doing. For example, giving a student extended time on a test or assignment. The student is still given the same test or assignment, but the student is given more time than the rest of their peers.

I think a huge part of accommodating students is making sure that other students do not feel like they are being treated unfairly because they are not receiving extended time or other accommodations. A question that I have is "How do you appropriately explain to your class why certain students receive extra time and others don't without embarrassing the students who receive extra time?"

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I really enjoyed learning about the different accommodations and modifications we can use in the classroom. As an English concentration for middle school, I can see several ways that I can implement effective accommodations and modifications for my students. I learned that the main difference between the two is that accommodations are changes to how they learn, versus modifications that are changes to what they learn or complete. In my classroom, I can use voice to text, use narrators for read-alouds, and reword essay prompts.

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Something I learned about this module is that modifications are changes in the learning goal, while accommodations are changes in the exam to help students accomplish the learning goal. For example, a modification could be changing the required length of an essay, while an accommodation could be providing a student with additional time to complete an essay.

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One takeaway from this module is that accommodations and specially designed instruction are not the same. An accommodation is used to modify the education environment in order to enable equal access for all students. This could look like allowing students to take frequent breaks or using a calming object during the school day. Specially designed instruction is specialized instruction for a student or modification of the curriculum to help them learn. An example of this is teaching anxiety-reduction strategies or reducing/altering classwork/assignments.

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