Modification And Accommodations
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Here are some appropriate accommodations and modifications based on the student's present levels:
Accommodations:
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- Access to teacher notes to supplement his own notes
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- Audiobooks for reading assignments
- Use of a word processor for written assignments and tests
- Option to take tests orally
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- Modified spelling lists focusing on functional words
- Adjusted length or content level for some written assignments
The accommodations maintain the same learning expectations while providing supports, while the modifications adjust expectations to match the student's abilities. This combination of supports can help the student meaningfully access and engage with grade-level content.
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The document discusses the differences between accommodations and modifications for students with disabilities. It begins by defining accommodations as changes that help a student overcome or work around their disability, like allowing a student with writing difficulties to answer questions orally. Modifications change what is expected of or taught to the student, such as making assignments easier.
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This document discusses nonverbal communication. It defines nonverbal communication as communication expressed through means other than words, such as body language, vocal tones, eye contact, touch, and use of space. The document outlines characteristics of nonverbal communication, such as its ambiguity and cultural influences. It describes different types of nonverbal communication including facial expressions, gestures, touch, paralanguage, use of space, and physical appearance. Guidelines are provided for improving nonverbal communication skills and awareness.
Accommodations vs. modifications
This document provides guidance on selecting, administering, and evaluating accommodations for students with disabilities. It outlines 5 outcomes: 1) exposing students to grade level content, 2) learning about accommodations, 3) selecting accommodations for students, 4) administering accommodations during instruction and assessment, and 5) evaluating accommodation use. The document discusses the difference between accommodations and modifications, categories of accommodations, and the process for selecting, using, and assessing accommodations to provide access to grade level content for students with disabilities.
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3. Hearing impairment can impact vocabulary development, language skills, socialization, learning, and academic achievement. Deaf individuals are visual learners and develop concepts differently than those without hearing loss.
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2) It outlines important aspects of deaf culture such as American Sign Language, etiquette, technology, education approaches, deaf clubs, and perspectives on music.
3) The document encourages keeping an open mind and imagining what it would be like to be deaf without language as a way to better understand the deaf experience.
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Sign Language
Sign language has existed for a long time and hundreds of different sign languages have developed independently across the world. Sign languages have their own complex grammars and are not dependent on spoken languages. They are expressed through manual communication such as hand gestures and movements, as well as facial expressions. While difficult to write down, sign languages effectively convey ideas and are an important means of communication for deaf communities.
Hearing impairment
The document provides an overview of understanding hearing impairment. It defines hearing impairment and discusses causes, classifications, and characteristics. It also describes rehabilitation programs including assessment, educational options, and communication methods like sign language. Visual gestural communication methods like sign language, finger spelling, and simultaneous communication methods are explained. Tips for communicating with those who have hearing impairments are provided.
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