Accommodations and Modifications in CTE Classroom Instruction
Chapter Titles and Summaries

Part I

• Chapter 1. Introduction
• Chapter 2. Relevant Laws – An overview of four key laws advocating the use of accommodations and modifications with special education students are provided.
• Chapter 3. IEP/ARD Meeting – The concepts of IEPs and IEP/ARD meetings are introduced.
• Chapter 4. What are accommodations and modifications? – The terms accommodations and modifications are defined and the differences between the two are elucidated.
• Chapter 5. CTE Teacher Anecdotes – Current CTE teachers describe experiences they have had with special education students in their classroom.
• Chapter 6. Common Concerns – Issues faced by current CTE teachers regarding teaching students with special needs are detailed.
• Chapter 7. Understanding Unseen Disabilities – An exercise to help teachers understand the issues of students with unseen (for e.g. learning disabilities) disabilities is demonstrated.
• Chapter 8. Issue of Fairness – The importance of not perceiving the services provided to students with disability issues as unfair is discussed.
• Chapter 9. Understanding ADHD – An overview of ADHD and the three commonly occurring types are detailed.
• Chapter 10.  Modifications in Lab Settings – A modification technique for students with ADHD in a typical lab setting is demonstrated.
• Chapter 11. End of Part I

Part II

• Chapter 1. Introduction
• Chapter 2. Classroom Management – Tips on establishing procedures, routines and classroom structure to actively engage the learners. CTE Teacher anecdotes supplement this chapter.
• Chapter 3. Varying Instructional Strategies – Four strategies for varying your instructional strategies are provided and the concept of “leveling the playing field” is further clarified. CTE teachers recount the strategies that have proved useful for them.
• Chapter 4. End of Part II

Part III

• Chapter 1. Introduction
• Chapter 2. Curricular Adaptations – Four categories of curricular adaptations are listed.
• Chapter 3. Specific Examples of Adaptations – Nine areas of adaptations within the four broad categories are discussed and supplemented with illustrative examples.
  1. Size
  2. Time
  3. Level of Support
  4. Input
  5. Level of Difficulty
  6. Level of Participation
  7. Alternate Curriculum
  8. Student Choice
  9. Student Interest
• Chapter 4. Using Graphic Organizers – The technique of using graphic organizers to improve content knowledge among students with mild and moderate disabilities is detailed.
• Chapter 5. Common Modifications – Equipment and techniques useful for successfully implementing common modifications are listed.
• Chapter 6. Ask Yourself – A series of “ask yourself” questions are provided so that CTE teachers may determine if they are meeting the unique needs of their students.
• Chapter 7. Conclusion