Meeting Student Needs: Accommodations and Adaptations
Information for the presentation has been based on materials by Shalaway 1998; Friend & Bursuck 1999;
and the Center for School & Community Integration, Indiana University;
http://www.orclish.org/5_disability_res/autism_pdf/5curriculum.pdf
Your Name, Title, and Date
Six Principles of IDEA
Free Appropriate Public Education (FAPE)
Appropriate Evaluation
Individualized Education Program (IEP)
Least Restrictive Environment (LRE)
Parent and Student Participation in Decision Making
Procedural Safeguards
Sec. 504Accommodations
IDEAAccommodations
Adaptations
Students with disabilitiesWho need no special services
All Students
The Diverse Classroom
ClassroomTeacher-made informal measures
Curriculum-based, Observations, Interviews…
Process continues
Significant difficulty/concern exists
Pre-referral Intervention BeginsChild Study Team
Assessment and consultation re: environments and teaching methods
Significant difficulty/concern exists
Interventionsuccessful
Screening and EvaluationAssessment Plan Designed
Evaluation
EligibleIEP developed
Not EligibleAlternate Plan
Not EligibleSec. 504
Suggestions for Prereferral Activities
••Collect recent and representative examples of student’s classroom work and/or social and emotional behaviors.
••Identify, in writing, the student’s specific areas of concern (academic, behavior).
••Elicit information regarding student’s successful and unsuccessful learning styles and settings.
••Review student’s cumulative school records for information regarding student’s academic and/or social and emotional history.
••Gather screening information for vision, hearing, and physical education.
••Brainstorm with present colleagues asking for suggestions that have worked well for them in similar situations.
••Design, implement and evaluate instructional strategies and/or behavior management plan.
••Consult with child study team.
••Request classroom observation by another teacher or resource educator.
Accommodations
An alteration in how an assignment or test is presented or responded to by the student. The alteration does not substantially change the level or thecontent of the material.
(Oregon Accommodation Panel)
Adaptations/Modifications
Any modification designed to lead to educational outcomes that represent only part of the general classroom curriculum; such that fewer concepts are mastered and different outcomes are planned.
(Oregon Accommodation Panel)
• are for all students - students differ in learning are for all students - students differ in learning preferences and need multiple and varied preferences and need multiple and varied avenues to learningavenues to learning
• are not neware not new
• are best approached through collaborative are best approached through collaborative problem-solvingproblem-solving
• involve knowing your curriculuminvolve knowing your curriculum (goals & objectives) and the (goals & objectives) and the individual student (goalsindividual student (goals & objectives)& objectives)
• maximize participation in general curriculummaximize participation in general curriculum and instructionand instruction
• can be supported by instructional strategiescan be supported by instructional strategies
Assumptions
Accommodations and Adaptations…Accommodations and Adaptations…
Accommodation and AdaptationConsiderations
(Ask the questions found below in the order presented as they are least to most intrusive)
• Can the student perform the Can the student perform the same tasksame task using the using the same materialssame materials??
• Can the student perform the Can the student perform the same tasksame task but but with an with an easier stepeasier step??
• Can the student perform the Can the student perform the same tasksame task but but with with different materialsdifferent materials??
• Does the student need to perform a Does the student need to perform a differentdifferent tasktask having the having the same themesame theme as the classmates? as the classmates?
• Does the student require a Does the student require a different themedifferent theme and a and a different taskdifferent task??
More Things to Question...
• What are the student’s prior experiences?What are the student’s prior experiences?
• What is the student’s attention span?What is the student’s attention span?
• Can the student work in a large group?Can the student work in a large group? In a small group (and with who)?In a small group (and with who)?
• Can the student work independently?Can the student work independently?
• What are the student’s areas of interest?What are the student’s areas of interest?
• What is the student’s age?What is the student’s age?
* * Ongoing assessment is keyOngoing assessment is key * *
What the Educators can do…
Vary the way instruction is deliveredVary the way instruction is delivered
For example:For example:
a) Provide hands-on activities; a) Provide hands-on activities;
b) Use tape recordings for repeating directions;b) Use tape recordings for repeating directions;
c) Use rhyme, music and movement;c) Use rhyme, music and movement;
d) Provide visual cues;d) Provide visual cues;
e) Use community-based instruction;e) Use community-based instruction;
f) Use computers….and other technologyf) Use computers….and other technology
Types of Accommodations and
Adaptations
Learning Styles
• Watch our own biases- (we have the
tendency to teach how we like to be taught)
• Provide many types of strategies,
activities, and experiences
• Help students know their preferences
How can teachers inspire passion for learning?
"It isn't something you have to
inspire; it is something YOU have
to keep from extinguishing."
Deborah Mierir
Who are the students in your classroom?
Where do they come from? What are their interests and
abilities? Are there features of their home
lives that negatively/positively
impact their school lives?
Are you unfairly judging a student's
ability based on reports from previous years,
grades, or others' opinions? Do you consciously call on every student? Do you rephrase questions or give clues to
help a student respond? Do you react positively to students' answers? Do you make eye contact and listen to what
students say? Do you encourage students to set goals for
learning? Do you model the respect you expect students
to return?
Building Great Expectations
Try to understand where the
behavior is coming from. Use positive strategies when
dealing with the child…
address the behavior. Set a goal.
When Personalities Clash
Model how learning can bring
pleasure and satisfaction Express your beliefs that the
task(s) is(are) important Be enthusiastic State positive expectations Tie task to students' lives
and interests
Leading by Example
What the Students can do…
Provide options/choices for how the students Provide options/choices for how the students
can demonstrate understanding and can demonstrate understanding and
knowledgeknowledge
For example:For example:
a) Instead of written responses, a) Instead of written responses, allow verbal responses; allow verbal responses;
b) Allow models, exhibits, posters or b) Allow models, exhibits, posters or brochures; brochures;
c) Allow use of video and audio tape c) Allow use of video and audio tape recordings for responsesrecordings for responses
Picture this…
• A classroom humming with concentration
• Students pore over their workbooks• Pencils meet paper as students answer
questions• You, the teacher, work quietly with a
small group in the back of the room
Tips for UsingSeatwork and Homework
Before you give an assignment to yourBefore you give an assignment to yourstudents, ask yourself what the objectives arestudents, ask yourself what the objectives are
and whether this task meets the objectivesand whether this task meets the objectives
• Match work to materials already coveredMatch work to materials already covered• Make sure students know the purpose of theMake sure students know the purpose of the
workwork• Guide students through 1 or 2 think aloudGuide students through 1 or 2 think aloud
examplesexamples• Ensure there are enough practice itemsEnsure there are enough practice items• Make sure the directions are clear and conciseMake sure the directions are clear and concise• Match work with ability levelMatch work with ability level• Limit the amount of timeLimit the amount of time• Monitor and provide immediate feedbackMonitor and provide immediate feedback• Establish routines/procedures for seeking helpEstablish routines/procedures for seeking help• Provide opportunities for students to practiceProvide opportunities for students to practice
functional skillsfunctional skills
Homework Should-NOTS
Homework should NOT be:
A task just for students having difficulty A chance for kids to finish work they
couldn't finish in school Busywork or punishment A way for students to teach themselves
Homework Can Work
• Explain the purpose of every assignment
• Let parents know their role
• Do collect, acknowledge, discuss and give
feedback on homework
• Assign work that will enrich student experiences
• Use assignment logs
How the Setting can be adjusted…
• Change the location of the student orChange the location of the student or
equipmentequipment
• Change lighting or noise levelChange lighting or noise level
For example:For example:
a) Have student sit near the chalkboard, a) Have student sit near the chalkboard,
and away from doors and windowsand away from doors and windows
b) Refrain from playing background musicb) Refrain from playing background music
Adjust the location and environment
How the Amount of work can be adjusted…
Adjust the number of items that the studentAdjust the number of items that the student
is expected to learn or complete at one time;is expected to learn or complete at one time;
give opportunities throughout the daygive opportunities throughout the day
For example:For example:
Reduce Reduce oror increase the number of increase the number of
vocabulary terms or math facts a studentvocabulary terms or math facts a student
must learn at any one timemust learn at any one time
How the Timeframe can be adjusted…
Adjust the time allotted and allowed forAdjust the time allotted and allowed for
learning, task completion or testinglearning, task completion or testing
For example:For example:
a) Individualize a timeline for completing aa) Individualize a timeline for completing a
task; task;
b) Give opportunity to complete work b) Give opportunity to complete work
throughout the day, as opposed to one 20 throughout the day, as opposed to one 20
minute period;minute period;
c) Give opportunity to complete work across c) Give opportunity to complete work across
daysdays
How the Skill Level requirements can be adjusted…
Adjust the skill level, problem type, or theAdjust the skill level, problem type, or the
rules on how the student may approach therules on how the student may approach the
workwork
For example:For example:
a) Allow the use of a calculator;a) Allow the use of a calculator;
b) Add a word bank to “fill in theb) Add a word bank to “fill in the
blank” questions; blank” questions;
c) Give 3 instead of 5 possiblec) Give 3 instead of 5 possible
responses to a multiple choice questionresponses to a multiple choice question
How the Level of Support can be adjusted…
Vary the amount of assistanceVary the amount of assistance
For example:For example:
a) Assign peer buddies, peer tutors, cross-age a) Assign peer buddies, peer tutors, cross-age
tutors, paraprofessionals, or volunteers;tutors, paraprofessionals, or volunteers;
b) Provide a self-monitoring checklist to b) Provide a self-monitoring checklist to
students;students;
c) Add pictures, enlarge print, & highlight the c) Add pictures, enlarge print, & highlight the
most important informationmost important information
How Grading can be adjusted…
• Changes to grading criteria - Grade based on many response types (for example, - Grade based on many response types (for example, grade not based solely on 2 multiple choice exam grade not based solely on 2 multiple choice exam scores)scores)
- Grade based on improvement- Grade based on improvement
- Grade based on individual contract or IEP goals - Grade based on individual contract or IEP goals and objectivesand objectives
• Use alternatives to letter and number grades
- Add comments- Add comments
- Use pass/fail- Use pass/fail
- Use competency/rubric checklists- Use competency/rubric checklists
Steps for Accommodating or Adapting Curriculum and Instruction
Step 1:Select the content area to be taughtSelect the content area to be taught
Step 2:Identify the specific topic to beIdentify the specific topic to betaughttaught
Step 3:Identify the curricular goals Identify the curricular goals
Step 4:Identify the instructional Identify the instructional planplan
Step 5:Identify students who may need adjustments in the curriculum or instructional plan
Step 6:Based on individual learner goals, choose appropriate accommodations or adaptations
Step 7:Evaluate the effectiveness of adjustments;monitor and adjust while teaching
Increasing the Likelihood of Success
• Reduce tensionReduce tension
• Help students feel successfulHelp students feel successful
• AssessAssess
• Start with a review and establish a purpose forStart with a review and establish a purpose for the lesson activitythe lesson activity
• Select appropriate materials (magazines,Select appropriate materials (magazines, things on the web, directions to games ….)things on the web, directions to games ….)
• Provide sufficient opportunity for practiceProvide sufficient opportunity for practice
• Involve significant others - instillingInvolve significant others - instilling cooperation and trustcooperation and trust
Reminders Regarding Accommodations and Adaptations
• Curriculum, assessment, and instruction are Curriculum, assessment, and instruction are inseparable inseparable
• Keep changes as simple as possibleKeep changes as simple as possible
• Use several types of materials, accommodationsUse several types of materials, accommodations or adaptations (do so systematically)or adaptations (do so systematically)
• Give time, patience, encouragement, choicesGive time, patience, encouragement, choices and opportunityand opportunity
• Ask students for input - collaborateAsk students for input - collaborate
• Differentiated instruction, accommodationsDifferentiated instruction, accommodations and adaptations are the rule, not the exceptionand adaptations are the rule, not the exception
• Assess yourself - ALWAYS!Assess yourself - ALWAYS!
Teachers make the difference!Teachers make the difference!
Wanted:
Bright, creative, positive teachers who continually re-examine their beliefs about teaching and learning, who keep pace with new knowledge and who refine their strategies and approaches based on what they learn from experiences and research.
Personal and Professional Development
Read novels Call/email an old friend Travel Exercise (physical and social
conscience) Go to school Read research Go to a conference Take time for you
Information for the presentation has been based on materials by Shalaway 1998; Friend & Bursuck 1999;
and the Center for School & Community Integration, Indiana University;
http://www.orclish.org/5_disability_res/autism_pdf/5curriculum.pdf
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