The document emphasizes the importance of creating a supportive and respectful classroom environment for students of varying abilities, particularly those with special needs. It outlines the significance of implementing appropriate modifications and accommodations from the first day of class as determined by an IEP team, and highlights the need for collaboration among teachers to ensure these accommodations are consistently applied. Furthermore, it advocates for teaching self-advocacy skills to students, enabling them to request necessary accommodations for their success both in high school and beyond.

1. Classroom Respect and Accommodations Daniel Conner Denver Public Schools

2. Positive Classroom Climate and Culture To provide a positive classroom climate and culture, we must foster a learning environment which is: supportive and respectful among all students

3. Students have different abilities and skill sets! It is a challenge for any classroom to have a culture which is supportive and respectful to everyone. Special education students will be in classes with a range of ability levels. Whether these are classes that provide direct, indirect, or integrated sped services.

4. Students have different abilities and skill sets! How can we, as special educators, set a precedence for students who have disabilities to be respected and be supported? The honest truth is that some people find it difficult to work with others who have skill sets which are different from their own.

5. What can bridge the gap? How can students, who have special needs, be successful in classes in their areas of concern? Is there something in place which students can utilize that will help them contribute to their classroom activities? [hint: yes, there is!]

6. Modifications & Accommodations Modifications and Accommodations are very important parts of an IEP. Too often they are overlooked. An IEP team determines that these are supports which will enable a student’s success. If they are in an IEP, which is legal document, they must be in place in the classroom.

7. Modifications & Accommodations A student’s modifications and accommodations should be in place starting on the first day of class. If a teacher finds that a student is not having the anticipated success, the accommodations and modifications are the first things to consider.

8. Are they appropriate? High school students may find that they would benefit from a different set of accommodations and modifications than they did in previous years. Course responsibilities are different. Skills may have improved during years when revising accommodations was not considered.

9. Remember… If a student needs an accommodation or modification to be successful in a class, it should be included on an IEP. If a student does not need an accommodation or modification, it should not be included on an IEP.

10. Post Secondary Many colleges will allow students to have accommodations for their college classes which are similar to the ones they had in high school. If they need it now, make sure to document it, so that they can have it in the future!

11. Accommodation Realities Let’s face it- Accommodations can seem time consuming or even intimidating to teachers who are not used to implementing them. There are teachers who prefer to not provide them. It is not good if a student was not offered their accommodations and is having trouble passing a class.

12. Work as a Campus Team Work with other teachers to provide accommodations! Show how implementing accommodations initially can encourage students to not get behind on work. Remind them that providing accommodations is not an option!

13. Work as a Campus Team Initially providing Accommodations Prevents having to do more remediation after an initial lesson Allows students who are keeping up with their lessons to contribute to class activities with the rest of the class.

14. Less is More! Too often students have many more accommodations than are needed Perhaps an IEP team wanted to provide them with every support possible. While that could sound good in theory, it may be giving students supports they do not need. This could be more of a hindrance than a help.

15. Less is More! If a teacher sees a large amount of accommodations on an IEP, that teacher may be less likely to implement any of them. If we have a few strategic and highly needed accommodations, they will be much easier to implement consistently.

16. Challenge Students! Do not give students accommodations which allow them to not apply themselves to their work. This is especially important in high level courses where they have to contribute to group work with their peers. We do not want students to learn less since they have accommodations which allow it!

17. Teach Self Advocacy We need to not only provide students with accommodations, but have them in place so that students can seek these accommodations. This is crucial for their success after high school.

18. Example- Extended Time If a student has an accommodation of extended time for assignments: Set up the parameters for this when the assignment is given, not after, when the assignment is already late. Students may not need extended time for every assignment.

19. Example- Extended Time If a student has an accommodation of extended time for assignments: Give realistic time extensions. Maybe they have a few days longer- not a few weeks! Encourage students to ask their teachers to extend the timeframe for their assignments and not to wait for the teacher to initiate this.

20. Example- Classroom Notes Providing notes of a lesson is an accommodation which has a tendency to be overlooked. Many teachers do not teach from a full outline of notes. They may not give notes to students because they do not have them. They may not want to generate them on their own.

21. Example- Classroom Notes Special Education teachers may not have the opportunity to meet with other teachers to make these notes outside of class. Another student could provide their notes to be copied for a student with this accommodation. You may want to remove the note taking student’s identifying information [name, etc.]

22. Example- Classroom Notes Students sharing notes could be a great way for collaborative learning. Encourage students with this accommodation to share their skills with other students in other circumstances. Encourage students to politely ask for notes. This is good for self advocacy and social skills.

23. Remember! While modifications affect the course and credit a student is learning, accommodations do not. Accommodations allow students to learn the same material, and meet the same requirements, in a way which meets their needs.

24. Share with other teachers Think of it like this: If an assignment is to write a one page reflection on a topic, students can demonstrate this knowledge whether it is hand written or typed [or maybe even spoken orally!]. The assignment is not changed, only the function of expressing their knowledge.

25. Benefits of accommodations If students with special needs have measures in place to be successful, they will be able to contribute to their classes in much greater ways. They will be more confident. They will earn respect from their classmates.

26. When successful… Students are more likely to take academic risks and tackle new challenges when they have been successful with their initial assignments. We need students to be exploratory learners, making connections with their content and class members.

27. In summary… Accommodations allow students to be successful in ways which are designated by their most recent IEP team. When students are successful, their academic confidence grows and they feel much more supported and respected. They are also more likely to support and respect others!

28. Further questions? If you have any specific questions about accommodations for high school students, or would like to comment on any of this, feel free to e-mail: [email_address] Thank you!