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?"

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?

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.

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.

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?

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.

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.

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

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.

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.

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.

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.

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.

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?

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

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.

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.

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.

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.

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