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A look at accommodations

Explore beliefs and practices around accommodating students with disabilities for equitable education. Understand shared responsibilities in implementing IEP accommodations and tailoring expectations for diverse learners. Discover examples of accommodations in reading, curriculum, classroom environment, handwriting, and tests.

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A look at accommodations

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  1. A look at accommodations

  2. Believing in the need! • How many people believe kids can have a visual impairment which impacts their education • How many people believe kids can have a hearing impairment which impacts their education • How many people believe kids can have a learning disability which impacts their education • How many people believe kids can have ADHD which impacts their education • How many people believe kids can have an emotional condition which impacts their education

  3. Believing in the need! • How many people are open to providing books in large print for students with visual impairments? • How many people are open to providing visual models to lessons for students with hearing impairments? • How many people are open to providing a copy of notes to a student with a learning disability? • How many people are open to providing shortened assignments to a student with an emotional disturbance?

  4. Responsibility for accommodations • Shared responsibility – not just special education, not just regular education • All IEP team members are responsible for ensuring the accommodations documented in an IEP are carried out

  5. Accommodations • Easy to understand and agree with for a student with visual, hearing, or physical impairment. • Not as easy to understand and agree with for a student with a “hidden” disability such as LD, ED, OHI, or ID • Should level the “playing field” not guarantee success

  6. What is the purpose of the test, activity, project, or assignment? • Learn to read • Learn to write • Learn to research • Learn to copy • Learn to to do a math problem • Learn to find answers in a text • Learn content • Demonstrate competency of a skill

  7. Tailoring expectations • We should be tailoring our modifications and accommodations to meet the needs of the student and acquire the purpose of the class, assignment, notetaking, tests, etc • What is our purpose and how can we support this student to arrive at that purpose

  8. What is this a image of…

  9. What is this a image of…

  10. What is this a image of…

  11. What developmental skill did you just demonstrate?

  12. Apply the same skill to the following objects

  13. p

  14. d

  15. q

  16. b

  17. 9

  18. 9

  19. Some practice • The Spanish Armada had a fleet of 160 ships that sailed from Spain to England in 1589, about a third failed to return to Spain. • A counter armada sailed from England to Spain in 1609.

  20. Modified Courses • If course content or expectations are modified to the point that it no longer meets the standards of the course, then the course may be called something different • “applied topics in...” • “functional …” • See DPI course list: • http://www.dpi.state.nd.us/transitn/FCB.pdf

  21. Examples for accommodations for reading books • Provide audiotapes of textbooks and have the student follow the text while listening. • Provide summaries of chapters. • Use marker to highlight important textbook sections. • Use word-for-word sentence fill-ins. • Provide two sets of textbooks, one for home and one for school. • Give page numbers to help the student find answers.

  22. Examples for accommodations for curriculum • Shorten assignments to focus on key concepts. • Shorten spelling tests to focus on functional words. • Substitute alternatives for written assignments (clay models, posters, panoramas, collections, etc.). • Specify and list exactly what the student will need to learn to pass. Review this frequently. • Modify expectations based on student needs

  23. Examples for accommodations for Classroom Environment • Develop individualized rules for the student. • Keep workspaces clear of unrelated materials. • Keep the classroom quiet during learning times. • Reduce visual distractions in the classroom • Seat the student close to the teacher or a positive role model. • Seat the student away from windows or doorways. • Provide an unobstructed view of the chalkboard, teacher, movie screen, etc. • Keep extra supplies of CR materials on hand. • Maintain adequate space between desks.

  24. Examples for accommodations for Handwriting • Use worksheets that require minimal writing. • Use fill-in questions with space for a brief response rather than a short essay. • Provide a “designated notetaker” or photocopy of other student or teacher notes. (Do not require a poor notetaker or a student with no friends to arrange with another student for notes.) • Provide a print outline with videotapes and filmstrips. • Provide a print copy of any assignments or directions written on the blackboard. • Omit assignments that require copying, or let the student use a tape recorder to dictate answers.

  25. Examples for accommodations for Tests • Go over directions orally. • Permit as much time as needed to finish tests. • Allow tests to be taken in a room with few distractions. • Have test materials read to the student, and allow oral responses. • Divide tests into small sections of similar questions or problems. • Use multiple choice or matching tests instead of essays. • Allow the student to complete a project as an alternative test. • Grade spelling and grammar separately from content. • Provide word bank for fill-in-the blank sections. • Provide study guides and study questions that directly relate to tests.

  26. Examples for accommodations for Grading • Provide a partial grade based on individual progress or effort. • Weight daily work higher than tests for a student who performs poorly on tests. • Mark the correct answers rather than the incorrect ones. • Allow redo’s for more credit. • Use an alternative grading system when the student is assessed on his or her own growth.

  27. Math Accommodations • Allow the student to use a calculator w/o penalty. • Group similar problems together. • Provide fewer problems on a worksheet. • Use enlarged graph paper to write problems to help the student keep numbers in columns. • Provide a table of math facts for reference. • Tape a number line to the student’s desk. • Read and explain story problems, or break problems into smaller steps. • Use pictures or graphics.

  28. Why are accommodations not provided to students • Teachers feel they do not have time to make appropriate accommodations • Teachers do not feel they know how to make appropriate accommodations • Teachers do not feel the student needs the accommodation • Teachers were not aware the student needed accommodations • Teachers just choose not to provide the accommodation

  29. Communication is the key • If you feel you do not have time… then talk to your administrator • If you don’t know what accommodations are necessary…talk to the case manager • If you don’t know how to carry out the accommodation…talk to the case manager and student • If you don’t believe a student needs the accommodations…attend the IEP meeting and explain your opinion • If you just choose not to provide the accommodation….not really a communication issue, just a questionable choice that is breaking the law.

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