Students who use accommodations will generally also need them at home, in the community, and as they get older, in postsecondary education and at work. Most accommodation use does not begin and end in school, however. Using accommodations can be complicated - the goal is to find a balance that gives students equal access to learning without "watering down" the content.Īccommodations use needs to be aligned or matched between classroom instruction, classroom testing and district or state tests.
Accommodations are changes in the way a student accesses learning, without changing the actual standards a student is working toward. One of the ways to increase student access to academic content standards through instruction in the general curriculum is by using instructional accommodations.
In order to do this, teachers need to have clear goals for instruction based on grade level academic content standards and benchmarks or indicators.
These accommodations do not change the content of instruction or expectations for performance. Nolet and McLaughlin (2000) describe instructional accommodations as "a service or support that is provided to help a student fully access the subject matter and instruction as well as to demonstrate what he or she knows" (p. That said, this section addresses one of the important pieces of the learning puzzle accommodations. In other words, there are no "magic bullets." It will take a combination of everything presented on this website. This goal cannot be met with any one strategy or way of support alone. All of the tools and strategies that you will discover on this website begin with the expectation that, with research based strategies for instruction and support, all students can learn toward grade level academic content standards, and all but a small percentage of students with the most significant disabilities can achieve proficiency on those standards. Strategies for Accessing the Social Studies CurriculumĪn important theme across all areas of this website is one of "great expectations" for ALL students. Presentation Instructional AccommodationsĬoncrete-to-Representational-to-Abstract InstructionĬreating Authentic Mathematics Learning ContextsĮxplicitly Model Mathematics Concepts/Skills & Problem Solving Strategies Specific Aids for Problem-Solving or MemorizationĬhoosing and Using Accommodations: IEP Team Considerationsįormat to Remind Teachers about a Student's Accommodation Needs Implementing The Classwide Peer Tutoring Beginning Reading Program Starting off on the right foot: Getting acquaintedĬlasswide Peer Tutoring: Beginning ReadingĬlasswide Peer Tutoring: Learning Management SystemĬlasswide Peer Tutoring: The "Standard" Program Selecting the Best Grading Adaptation for Your StudentĪntecedent-Behavior-Consequence (ABC) Chartįunctional Assessment Checklist for Teachers and Staff (FACTS)įunctional Assessment Direct Observation ToolĮmbedding Positive Behavior Support into School Systems Prioritizing Content and Related Assignments Timing and Scheduling Assessment Accommodationsīasing Part of Grade on IEP Goal Progressīasing a Grade on Improvement Over Past Performance
0 kommentar(er)
