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Accommodations: Instructional and Testing Supports for Students with…
Accommodations: Instructional and Testing Supports for Students with Disabilities
Implementing an Accommidation
Become familiar with each student's needs
be knowledgable about specialized equipment
stay up to date
prepare for testing
Accommodations
These barriers to learning can be related to:
How information is presented (e.g., as text, in a lecture)
The manner in which students are asked to respond (e.g., in writing, through speech)
The characteristics of the setting (e.g., the levels of noise and lighting)
The timing and scheduling of instruction (e.g., the time of day, the length of a given assignment)
Timing and Scheduling Accommodations
processing information; extended time to complete task, frequent breaks, multiple sessions to complete tests or activities, break large assignments into smaller tasks
Completing work on time because assistive technology or other equipment requires more time; extended time to complete task, multiple sessions to complete tests or activities
Managing time; break large assignments into smaller tasks, timeline or checklist for completing assignment, time limit for completing assignment, timer
Evaluating effectiveness
Step 1: determine how to measure the expected outcome
Step 2: collect data on the student's current perforamce
Step 3: collect date during implementing of the accommodation
Step 4: Evaluate the effect of the accommodation
Practices confused with Accommodations
Here is a list of the disability category, its barrier, and a possible modifications
Visual disability; reading printed text; alternate assignment
Specific learning disability; decoding text; read a lower-level book
ADHD; remaining focused; fewer homework questions
Orthopedic impairment; writing out responses; shorter report
Selecting an Accommodation
The IEP team might also consider and discuss the following to help identify a potentially effective accommodation:
Present levels of academic achievement and functional performance
Individual strengths and needs
Specific learning goals
Academic or social behaviors that interfere with the student’s learning
Modalities (e.g., visual, auditory) that work best for the student
Accommodations that have already been tried (what has and has not worked well)
Some of the challenges presented by the use of these accommodations
How the accommodation will be evaluated to determine whether it is working
Whether the student is amenable to the accommodation and will likely use it
Instructional Versus Testing Accommodations
Instructional accommodations are changes to the delivery of classroom instruction or the accompanying materials.
In other words, they do not alter the scope or range of the grade-level academic content standards, nor do they change the complexity of the knowledge students are expected to learn.
Testing accommodations are changes to the format of a test procedures.
Classroom Assessments: how teachers administer them will of course significantly affect the kinds of accommodations a student or students might require
Standardized Assessments: universal features, designated features accommodations
Response Accommodations
Examples:
Verbal communication; type responses on a tablet or computer, visuals or gestures, alternate modes of communication
Mathematics computation; calculator, abacus, concrete objects or manipulative, sheet of basic math facts
Hearing; interpreter, scribe
Setting Accommodations
Staying focused or maintains attention; separate setting, different location in classroom, preferential seating, study carrels to block visual stimuli, noise-reducating headphones, individual setting, small-group setting, reduction of visual clutter, and small fidgets
Seeing text or illustrations; preferential seating, different location in classroom, special lighting
Organization of materials; visual supports, checklist of needed supplies
Presentation Accommodations
A few examples of presentation accommodations
Decoding text; audio formats, text-to-speech software, human reader
Remembering information; visual cues, graphic organizers, repeated or paraphrased information
Seeing standard text; large print or graphics, magnifications devices, reduced glare, braille, text-to-speech software, audio formats, human reader, tactile materials, talking devices, and descriptive videos