In the context of inclusion, curriculum learning expectations are the same in…

Concept

In inclusive education, two support strategies are distinguished by what they change. An accommodation changes only how a learner accesses or demonstrates the curriculum (e.g. extra time, a scribe, large print); the curriculum learning expectations stay the SAME for all learners. A modification changes what a learner is expected to learn (e.g. fewer or simpler objectives); the learning expectations themselves become DIFFERENT.

Applying it to the blanks

The stem asks where curriculum learning expectations are the same and where they are different.

• First blank ('expectations are the same') = accommodation, because an accommodation keeps the same standards and only adjusts access.

• Second blank ('expectations are different') = modification, because a modification alters the expected learning outcomes themselves.

So the pair that fits the order of the blanks is accommodation; modification.

Contrast with the other pairs

• enrichment; acceleration — these are strategies for gifted learners (adding depth, or moving faster through content), not the accommodation/modification distinction the stem is built on.

• modification; accommodation — the right two terms but in the reversed order: it would make the 'same expectations' blank a modification, which changes expectations, contradicting the stem.

• acceleration; enrichment — again the gifted-education pair, and unrelated to keeping versus changing learning expectations.