Providing accommodations for students with special needs

1. Providing accommodations for students with special needs • Accommodations vs. modifications • Consider all areas of accommodation (methods, materials, technologies) when developing interventions. • Consider independence, efficiency, and access to the material when developing accommodations • Preserve dignity and confidentiality • Build strong relationships

2. Assisting students who are hearing impaired • Optimal seating (near front or on hearing side) • Face the student when talking/ get the student’s attention • minimize background noise before giving directions. • Students raised on the American Sign Language: ASL is not English or abbreviated English…it’s a separate language. As they learn to read and write, they are learning a new language. Translating their thoughts in to written language can be challenging. • Consider learning some basic ASL • Written directions on board or paper • Check frequently for understanding • Utilize aid for signing or class partner • Use graphics when possible • Do not cover your mouth or chew gum. • If a person is wearing a hearing aid, do not assume the individual can hear you. • When you are communicating orally, speak slowly and distinctly. Use gestures and facial expressions to reinforce what you are saying. • Remember that only about one third of spoken words can be understood by speech reading. • When communicating by writing notes, keep in mind that some individuals who use sign language may lack good English reading and writing skills. • If someone with a hearing disability cannot understand you, write a note to ask him or her what communication aid or service is needed.

3. Assisting students who are behaviorally challenged • Proximity • Selective seating and grouping • Show relevance • Allow for as much choice as possible • Keep student engaged • Provide variety • *Check frequently for understanding • Present material in as many formats as possible (auditory, visually, etc.) • Use praise. • Allow for movement in the room when possible • Re-explain directions one-on-one if the student does not initiate work.

4. Additional Tips • Speak in a quiet voice and try not to show anger (use anger sparingly). • Under react • Ignore annoying noises that the student is making when they are upset unless they are really distracting to the other kids. • Allow for cool down time before addressing stressful issues • Never power struggle • Deal with students alone or in the hallway when addressing issues…try not to allow the students to draw negative attention to himself/herself or be a model for bad behavior (or to tell stories about themselves and misbehavior in a bragging fashion). • When discussing behavior, make expectations/consequences very clear and be firm. • If at all possible, make sure that the assigned work is at a level that they can complete.

5. Students with visual impairment • Provide text in Braille or audio • Remember that only 10% of students who are blind read Braille • Orally explain directions in addition to providing written directions • Partners • Optimal seating

6. Students who are academically challenged: • Choices • Begin with knowledge and comprehension questions before moving to higher level application, analysis, synthesis or evaluation questions. • Provide extended time • Know exactly where the student is academically challenged • Utilize resources and specialists “Catch me a fish…” • Provide different versions of different text • Be careful to preserve dignity • Accommodate as much as possible before modifying

7. Students who are academically gifted • Provide students with choices • Be careful not to just pile on more work to keep these students busy • Provide more complex versions of the written materials • Prepare questions that go beyond knowledge and comprehension such as those requiring application analysis, synthesis, and evaluation. • Give them opportunities to lead • Allow them to work at a different pace • Adjust feedback for these students (What will be expected of them at the next level and beyond?) • Give them opportunities to explore their interests as they relate to the curriculum