Although the child may receive extra help and remediation, he or she would essentially be evaluated with the same instruments and processes as other children in the class." (Price, Mayfield, McFadden and Marsh, 2001) Adapted curriculum alignment: "At this level, the child's abilities and capabilities may be so discrepant from the peer group in the classroom that substantial alterations are required, such as adapting the curriculum and modifying requirements, expectations, and aspects of the environment. The child may work in the same curriculum strands as other students in the general education classroom, but at much lower levels in accordance with developmental ability." (Price, Mayfield, McFadden and Marsh, 2001)

Functional curriculum alignment: "It may be recognized that the child cannot meet any expectations of the general education curriculum, in which case an entirely different program would be developed to meet the needs determined by the IEP committee. This might involve different instructional materials, enabling the child to participate in the classroom with peers, and even to work selectively in certain group activities, but the child will be expected to achieve functional goals and objectives." (Price, Mayfield, McFadden and Marsh, 2001)

The example provided for 'accommodations' for student with "Learning Disabilities" is stated as follows:

Capitalize on the student's strengths;

Provide high structure and clear expectations;

Use short sentences and a simple vocabulary;

Provide opportunities for success in a supportive atmosphere to help build self-esteem;

Allow flexibility in classroom procedures (e.g., allowing the use of tape recorders for note-taking and test-taking when students have trouble with written language);

Make use of self-correcting materials, which provide immediate feedback without embarrassment;

Use computers for drill and practice and teaching word processing;

Provide positive reinforcement of appropriate social skills at school...

It is important to remember the advice of Williams (2001) who states that adaptations should be individualized based on the needs of each student. This is an area of educational provision that will require the teacher use critical thinking in determination of what best promotes the learning of special education students in the inclusive classroom.
Bibliography

Hayes, Nakonia (nd) to Accommodate, to Modify, and to Know the Difference: Determining Placement of a Child in Special Education or '504'. New Horizons for Learning. Online available at http://www.newhorizons.org/spneeds/inclusion/law/hayes.htm.

Price, Mayfield, McFadden, and March (2001) Collaborative Teaching: Special Education for Inclusive Classrooms. 2000-2001 Parrott Publishing L.L.C.

Guidelines for Staff Regarding in-Class Delivery of Special Education Support in the Novi Community Schools (2004) Online available at http://www.novi.k12.mi.us/teachlearn/student/WebPages/Guidelines%20In%20Class%20rev%201204.pdf.

Council for Exceptional Children. (1997) Effective accommodations for students with exceptionalities. September, 1997. CEC Today, 1, 9, 15

Fuchs, L.S., & Fuchs, D. (1998) General educators' instructional adaptation for students with learning disabilities. Winter, 1998. Learning Disability Quarterly, 21(1), 23-33

Williams, Jane (2001) Adaptations and Accommodations for Students with Disabilities. National Dissemination Center for Children with Disabilities. Online available at http://www.nichcy.org/pubs/bibliog/bib15.pdf.

Special Education and Inclusion: Accommodations and Modifications in the Classroom