How to Modify &
Accommodate for Autism
Dallas Independent School District
Special Education Department
IDEA Coordination and Specialized
Programs
Reminders
 Take
care of yourself
 Place all cell phones on silent or
vibrate
 Use your inside voice
 Respect others
 Everyone participates
Agenda
IEP Goals and
Objectives
Supports
Objectives
The objectives for today’s staff
development are:
 To recognize the importance of
accommodating and modifying for
students
 Identify various strategies and tools
to assist with instruction.
ICE BREAKER
Connect the Numbers
Directions:
Connect the numbers in order from 1
to 60.
You have one minute to complete this
activity.
Connect the Numbers
 Let’s
re-do this activity
Directions:
Using the new handout, fold your
paper in half (hot dog or hamburger
fold).
Fold your paper in half again (you
should have four squares.
Connect the Numbers
Now, connect
the numbers
form 1 to 60.
Before you can Accommodate or
Modify……
All students who receive special
education services have an
Individualized Education Plan. This
document describe students’ skills
and states goals for services as well
as strategies for achieving those
goals.
Before you can Accommodate or
Modify….
Annual IEP goals and objectives should
describe what the ARD committee expect
the child to accomplish. The goals should
focus on the special education and related
services school employs to offset or
reduce the problems resulting from the
disability.
Refer to Handout #1
Before you can Accommodate or
Modify….
The accommodation page is part of
the IEP that explains what
accommodations that the students
needs to be successful.
Refer to handout #2
Accommodations
Accommodations- A change made in
the teaching or testing procedures in
order to provide a student with
access to information and to create
an equal opportunity to demonstrate
knowledge and skills.
Modifications
Modifications- A change in WHAT the
student is expected to learn and/or
demonstrate. While a student may
be working on modified course
content, the subject area remains
the same as the rest
of the class.
Determining Accommodations
Versus Modifications
Working as a table group, read each
statement of support for students
with disabilities. Then indicate, by
placing a (√) in the appropriate
column, if it is a accommodation or
modification.
Concepts and Strategies to Prepare
You to Assist in Classroom
Instruction
As a paraprofessional, your primary
responsibility is to assist the teacher
and support student learning.
Some Visual Supports
 Labeling
materials and equipment.
 Using
drawings and models to help
illustrate concepts.
 Using
flash cards to learn key
information
Some Visual Supports
 Using
visual materials – charts,
graphs, pictures, videos, etc.
 Showing
a model of what the end
product will look like.
 Use
visual cards, oral and written
directions.
 Numbering

the steps in a task.
Refer to handouts
Physical Supports
The TAKS-ALT was designed to
evaluate students on the state
standards (TEKS).
This activity is designed to help
familiarize yourself with the physical
supports that may be used in the
classroom.
Prompting
As a group, place the prompting
description in order from most to
least invasive.
 Refer
to the Ziploc bags on the
tables
Instructional Accommodation &
Modification Activity
Each group will receive a scenario
identifying a student with autism or
Asperger’s Syndrome. Using prior
knowledge and the information we
have discussed, list accommodations
and modifications that would assist
the student to be successful
in the classroom.
HOW DO I TEACH THIS KID?
Visual Work Tasks
List ideas for differentiated instructions for
the following work task:
Gallery Walk - Conclusion
Name some ways to
accommodate or modify
for students with
special needs
Tell one thing
you learned
today that you
will apply this
fall?
What can
you do to
help
student to
be
successful?
Closing Activity
I have…………………
Who has………………
SURVEY
Please complete the
Survey
The Special Education
Department will like to Thank
You for attending the training