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

Section 504

Brief History

Linkages with other legislation (IDEA)

Who is protected

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

• Adaptations

• Modifications

Terms to Know

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

Are you the sage on the stage?

OR

The guide on the side?

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

If you want student behaviors

to change, the first thing you

need to change is….

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?

If you think they can, or if you

think they can't…

You are right either way

Expectations

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

Seatwork…

The tasks and assignments students

complete while working independently at

their desks

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

No disruptions

No socializing

Everybody's busy

There is a lot of learning going on…

RIGHT?!?!?!

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