ABSTRACT
Math classroom tasks often contain obstacles that prevent students with IEPs from performing at their potential. Assignments and assessments must be adapted to remove these barriers to facilitate learning and properly gauge student understanding. Accommodation adjusts the task or assessment while maintaining the same learning target and level of rigor. Modification, however, changes the learning target or level of rigor. Any adjustments to classroom tasks should be determined by the learning goal and tailored to the needs of the specific student. This chapter provides several examples of accommodations and modifications while describing important considerations that go into adapting any math task or assessment.
