Accommodations for SWD
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Accommodations for SWD



Making your content area reading lesson accessible to SWD

Making your content area reading lesson accessible to SWD



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  • Students with visual, hearing, and learning disabilities are much more able to engage in the content when it is presented in a form they can understand
  • I ’m not really sure what you mean here- -They help students with visual and hearing impairments, physical disabilities, and organizational problems to structure, monitor, or directly put words to paper.
  • Changing the environment is especially helpful to students who are easily distracted. Changing the environment is especially helpful to students who are easily distracted. Especially helpful for kids who are easily distracted--- give another example
  • NOTE LLOYD– I changed to “working” so it’s assignments and tests
  • NOTE– this is a new issue– including them in IEP– keep the focus on their inclusion in decisions about accommodations Involving students in the process of determining goals and respecting their voices about needed accommodations recognizes them as valued participants and can ultimately lead to feelings of increased control and responsibility in their education

Accommodations for SWD Presentation Transcript

  • 1. Central Question
    • Can student participate in and benefit from the lesson in the same way as all other students?
  • 2. What, Why and How of Accommodations and Modifications
    • What does student need to be successful?
      • Curriculum
      • Environment
      • Teaching strategies
    • How do we ensure that the student is provided access?
  • 3. Definitions
    • Accommodations are changes to the way a student is expected to learn or how the student is assessed.
    • Modifications are changes to what the student is expected to learn and/or the standards the student is expected to meet.
  • 4. Accommodations
    • refer to the actual teaching supports and services that the student may require to successfully demonstrate learning.
    • should not change expectations to the curriculum grade levels.
    • taped books
    • math charts
    • additional time
    • oral test or oral reports
    • preferred seating
    • study carrel
    • amplified system
    • braille writer adapted
    • keyboard specialized
    • software
  • 5. Modifications
    • refer to changes made to curriculum expectations to meet the needs of the student.
    • made when the expectations are beyond the ability.
    • Modifications must be clearly acknowledged in the IEP.
    • second language exemptions
    • include student in same activity but individualize the expectations and materials
    • student is involved in same theme/unit but provide different task and expectations
  • 6. Strategies
    • refer to skills or techniques facilitate student learning.
    • individualized to suit the student learning style and developmental level.
    • Highlighting
    • rehearsal
    • Keep lessons concrete
    • memory joggers
    • visual cues
    • cards for transition
    • Choice (Book or activity)
    • Key ring sight words
  • 7. IDEA
    • Only an IEP Team can make modifications to a student ’s educational program.
    • IEP teams also specify what accommodations, if any, are needed.
    • Teachers are legally responsible for providing accommodations specified in IEPs.
  • 8. Accommodations in Presentation
    • alter how directions and content are delivered to students.
  • 9. Some examples of accommodations in presentation include:
    • Oral reading (either by an adult or a tape)
    • Large print
    • Magnification devices
    • Sign language
    • Braille and Nemeth Code (a specific type of Braille used for math and science notations)
    • Tactile graphics (e.g.; 3-D topographical maps, 2-D raised line drawings)
    • Manipulatives (e.g.; geometric solids, real coins & currency, abacus)
    • Audio amplification devices (e.g., hearing aids)
    • Screen reader
  • 10. Response Accommodations
    • allow for different ways students may demonstrate learning (or respond to assessment)
  • 11. Response Accommodations Include:
    • Verbal rather than written responses
    • Responses may be dictated to a scribe
    • Use of a tape recorder to capture responses
    • Answers to be recorded directly into test booklet
    • Use of organizational devices, including calculation devices, spelling and grammar assistive devices, visual organizers, or graphic organizers
  • 12. Setting Accommodations
    • are changes either where an assignment and/or test is taken or the environment in which the work is completed
  • 13. Not Ideal
  • 14. A lil better…..
  • 15. Setting Accommodations Include: 
    • Working in a small group or individually in separate room
    • Adjusting the lighting
    • Providing noise buffers such as headphones, earphones, or earplugs
  • 16. Timing/Scheduling Accommodations
    • allow flexibility in the schedule of an assignment or assessment especially for students who
      • may need more time to process information or
      • may need breaks throughout the testing process to regroup and refocus
      • may need change in testing schedule or order of subjects
  • 17. Making Critical Decisions
    • The challenge is to decide which accommodations will help students learn new skills and knowledge—and which will help them demonstrate what they've learned (Shriner & DeStefano, 2003). 
    • Accommodations are most effective when they are based on individual strengths and needs rather than disability type.
  • 18. IEP Team Determines Accommodations
    • Considers the specific strengths, challenges, and routines of a student
    • Decides if a student needs accommodations in the classroom or in testing
    • Decides what accommodations are needed under which circumstances
      • Math
      • Reading
  • 19. Student Involvement
    • Increases likelihood of selecting most effective accommodations
    • Recognizes them as valued participants
    • May increase their sense of increased control and responsibility in their learning
  • 20. Monitoring the Impact
    • Some things to consider include:
        • Did the student actually use and take advantage of the accommodation?
        • Was the student able to master the objectives of the lesson or course because of the accommodation?
        • Was the student able to fully participate in the class because of the accommodation?
        • Did the accommodation help the student feel more successful in class?
    • How do you work with other team members to implement?
  • 21.
    • The Online Accommodations Bibliography at the National Center on Educational Outcomes (NCEO) is an excellent source of information on the range of possible accommodations