Transcript Accommodations for Students with Special Needs

Accommodations for
Students with Special
Needs
By
Robyn Rubel
Diane Knight
Tracy Lemus Santos
Accommodations v.
Modifications
Accommodations
Modifications
Supports or services
provided to help a student
access the general
curriculum and validly
demonstrate learning.
Are any procedure
intended to meet an
educational situation
with respect to
individual differences
in ability or purpose.
Tools to help assess
abilities not disabilities
Provide equity not
advantage
Directly alters or lowers
the expectation of the
assessment
In Other Words…
Accommodations…
“Level” the playing field
While
Modifications…
“Change” the playing field
Time For A Quiz…
Accommodation
Or
Modification
Accommodations on a
Daily Basis
The Ins and Outs of
Providing Services
Definition
An accommodation typically is
defined as a service or support that
is provided to help a student fully
access the general curriculum as
well as demonstrate what he or she
knows of the content standards
being taught.
When should a
student get
accommodations?
IEP Team Decision
Daily Basis
Achievement Testing
Who should provide
accommodations?
Special Education Teacher
General Education Teacher
Everyone that is in contact
with the student
Areas in which
accommodations are
typically provided
Environmental
Instructional Delivery
Instructional Materials
Assignments
Behavior
Summing it up…
Accommodations are really
“whatever it takes” to make
certain that a student with
disabilities can participate as fully
as possible in the academic
content standards.
Just a thought…
“If we wait until students are ready
to work on challenging standards
by virtue of having mastered basic
skills, they will never work on
challenging standards.”
Nolet and McLaughlin, 2000
Assessing Children
with Disabilities in
Regular Education
Classrooms
What do the Experts have to
say?
The general education teacher, in
collaboration with the special education
teacher can expect to play a prominent role in
the regular assessment of the child with a
disability’s progress. And, because the
progress of the children with disabilities can
often be hampered by behavioral, social, and
attitudinal needs that result from the
disability, these too will have to be assessed
regularly to determine whether they impeded
progress in the general curriculum, whenever
called for in the IEP.
Idea-97 ensures the regular
education teacher will play an
expanded role in the assessment of
the progress of children with
disabilities.
General education teachers as long as
they have appropriate expectations may
assess student needs. One reason for
this is IDEA-97 requires the
involvement. The other reason is they
are the general curriculum experts. To
evaluate the students performance the
data will be collected in the regular
education classroom.
Teacher made test and
assessments are much easier to
make modifications to than
standardized tests.
Standardized Tests and Assessments by
2000, IDEA-97 requires alternative to
standardized test be in place for students
who are unable to participate in districtwide
assessment programs. Each state or district
may be free to develop the own method of
assessment. They are also required to report
the results. This is an effort to increase
accountability for the education of students
with disabilities.
There is controversy over by giving
modifications to standardized tests are we
affecting the reliability and validity of the test.
The general education teacher is to
contribute information about the
student, not diagnose the
behavioral problems of a student.
The teacher can provide data
regarding behaviors and attitudes,
and how they affect progress in the
classroom.
Behaviors are things that we can
see.
Attitudes are fairly consistent and
stable ways that people think and
feel and are predisposed to think
and feel in the presence of various
stimuli.
State-wide Testing
and Students with
Special Needs
What are allowable
accommodations?
What does the
Ohio Statewide
Testing Rules
Book Say?
Alternate
Assessment
What’s New?
That’s Just Doesn’t
Seem Fair…
Accommodations for students
with special needs…
Students who need medication
but aren’t taking it…
That’s not my job…
What if I don’t
accommodate…
Legal document
Parent Advocate sites
Things to avoid saying and
doing
Doe v. Withers, 1992
What Does This Mean
For Teachers?
How We Often Feel...
Activity
We’re All Different
A thought to end
on…
“There is nothing as
unequal as the equal
treatment of unequals.”
Thomas Jefferson
Sources
Websites:
http://www.itsacademictutoring.com/IEP.ht
m#2
http://www.fapeonline.org/Fed%20Cases.h
tm#69
http://www.dphilpotlaw.com/html/fedlaw.html
http://www.504idea.org/TEPSA.pdf
Something to Ponder...
“Children with special needs are
our gift. They make us think
outside the box and when we do,
we realize these same strategies
work with many other children in
the classroom."
Dayle Timmons
And Lastly...