A. First define a long-term goal for the child. This is what you want the child to be able to do in a certain time frame. It may be within a single grading period or it may be something the child can master by the end of the school year. Goals do not have to be academic. They can include social skills, self-care skills, life management, or performance tasks such as giving an oral presentation
In this example, you assign a long-term goal of riding a two-wheeled bicycle by the end of the summer.
B. Next you decide what steps your child must master to work toward that final goal. Choose the steps that are appropriate for the child’s abilities. That may require you to make significant changes (modifications), simple changes (accommodations), or to gradually move the child toward the objective with decreasing amounts of support and accommodations.
C. Accommodations facilitate the child’s reaching the more challenging goal: in this case, he will learn to ride a two-wheeled bicycle.
D. For some special needs children, modifications may be necessary. Instead of the goal to ride a two-wheeled bicycle, the goal is simplified to riding a tricycle.
MODIFICATIONS
| #1 | #2 |
 |  |
| Foot power – no pedals | Three wheels – use of pedals |
ACCOMMODATIONS
The accommodation of training wheels permits the child to work toward the goal at a level appropriate for him.
| #3. Almost there! | #4. The GOAL! |
 |  |
| With accommodations | Riding independently |