Accommodating

Students With Special

NeedsEDU597

Accommodations for All Students: Removing Barriers to Learning

Why do we need to provide

accommodations?

• Required Federal Rehabilitation as well as the Americans With Disabilities Act.

• Situations that limit access have been determined to be discriminatory by the courts.

What is an accommodation?

• An adjustment to an activity or setting, that removes a barrier presented by a disability

• Provides persons with disability access EQUAL to that of a person without a disability.

Who needs accommodations?

• Students who have a 504 Plan will NOT require special education services but DOES require changes to the environment or instructional situation

• Not every student with a disability will require accommodations.

• Not every student with the a disability will requires the same accommodation all the time.

Who decides about accommodations?

• A team will write IEP and 504 Plans

• Team consists of parent(s), LEA representative, specialists

• Team will review disability and determine what accommodations, if any, are necessary.

• Accommodations will be written into formal plan.

Teacher responsibilities

• Teachers may be required to attend the planning .

• Teacher are legally obligated to follow the plan.

Modifying the Presentation of

Material• Provide an overview of the lesson at

the beginning

• Use visual cues

• Use verbal cues

• Provide note page

• Provide note taker

Modifying the Material

• Provide samples

• Keep statements short and to the point

• Highlight key words and points in text

• Modify the quantity of work

• Use “salami” strategy

Modifying the Materials

• Fill in the blanks with page number for answers

Task Assessments/Assign

ments• Provide clear task guide –explain, ask

for clarifying questions

• Provide the scoring guide or rubric before students start task – go over verbally, ask for clarifying questions

• List directions in vertical steps• Create a diorama of. . .• Focus on one scene of the play• Use items found in the classroom art supplies• Include a one paragraph explanation of the

diorama on a 3 X 5 card

Designing Fair Tests

• MUST be directly connected to objectives.

• MUST be directly connected to skills and activities taught.

• Appearance of a test affects students’ performance, especially those with visual processing problems, reading difficulties, or attention deficits.

Appearance of a Test

• Typed with adequate white space.

• Wide margins

• Group questions into small segments

• Begin test with questions geared for higher student success.

• Variety of questions geared to different learning and response styles.

Directions on a Test

Directions . . .

• When the answer requires step by step procedures, list the steps vertically:• Step 1 . . .• Step 2 . . .• Step 3 . . .

• Avoid using negative and tricky words such as all, always, every, no, none, never, and only.

Test Construction

True/False – Knowledge Level

• Short sentences• Avoid absolutes and

double negative• Limit to 10 per test• True/False in from of the

statement to circle• If overlay test put the

True/False to the far right

Test Construction

Multiple Choice

• Write quality items:

• Use upper case letters to avoid confusion of b and d.

• Word the stem so that the choice is always at the end.

• Write choices vertically

Test Construction

Matching

• Present the items in blocks of 5

• Group the 5 by concept

• Double space between blocks

• Place the items with more text in the left column.

Test Construction

Completion Questions

• Provide floating word bank

• Place blanks at the end of sentences

• Provide letter clues F __ M __ __ __

• Uses each word only once

• Change completion to multiple choice by adding 2 or 3 choices.

Test Construction

Essay Questions

• Underline important or clue words

• Provide clear writing expectations• Introduction – 1 or 2 sentences• Body of response - 3 or more sentences• Summary or closure – 1 or 2 sentences• Allow use of dictionary for spelling

• Give a choice of topics