Accommodations for SWD


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Making your content area reading lesson accessible to SWD

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Accommodations for SWD

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