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Provided by Lowry-Fritz Special Education Law Consulting Services
Provided by Lowry-Fritz Special Education Law Consulting Services
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Disclaimer:
The information on this website does not constitute legal advice. It is solely for
informational and educational purposes. It is not intended to be a legal
recommendation, nor should it substitute for obtaining legal counsel from your own
attorney. It may or may not represent the current law in your state or locality.
The information on this website does not constitute legal advice. It is solely for
informational and educational purposes. It is not intended to be a legal
recommendation, nor should it substitute for obtaining legal counsel from your own
attorney. It may or may not represent the current law in your state or locality.
| "Basic Training" Special Education Law Tutorial Program for Parents |
* 75 minute audio CD
* Student Workbook
* Student Manual
* Covers IDEA 2004,
IEPs, and Advocacy
Strategies
* Student Workbook
* Student Manual
* Covers IDEA 2004,
IEPs, and Advocacy
Strategies
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| $75.00 + s/h |
| $32.00 |
| Your Child's Special Education Rights, (100+ pages) by Maureen A. Lowry-Fritz, J.D.,M.A. |
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| Accommodations |
Introduction to Accommodations
Accommodations are a critical component of a child’s
comprehensive special education package. And we
simply cannot underestimate the power of educational
accommodations.
Definition of Accommodations
In order to understand the concept of accommodations,
think about the life of the young student. The student has
two jobs. First, she must learn the subject matter
presented by the teacher. In other words, she must “get
it.” The student’s second job is to complete assignments
and tests in order to demonstrate her mastery of the
material. In other words, the child must “show it.”
But many children with special needs experience great
difficulty in “getting it” and “showing it.” For those
children, accommodations provide a great service.
Accommodations are the services and supports that
enable the student to “get it” and “show it.”
Accommodations are adjustments to the ways in which a
student accesses learning. When implemented
appropriately, they mitigate or remove the affects of the
child’s disability. Accommodations should not, however,
reduce the child’s learning expectations. In other words,
accommodations change the way a student accesses
learning, without “watering down” the curriculum.
Accommodations versus Modifications
Be careful when discussing accommodations, as they are
commonly confused with a different type of support,
known as ‘modifications.’ Unlike accommodations,
modifications do lower a student’s learning expectations.
Modifications usually result in a disparity between
students with IEPs and their classmates. The use of
modifications may also negatively affect a student’s
academic future.
Modifications include, among others, the following:
Many people (parents and professionals alike) mistakenly
use the terms ‘accommodations’ and ‘modifications’
interchangeably. This could have dire consequences for
the student’s academic future.
Types of Accommodations
There are four types of instructional accommodations:
presentation accommodations, response
accommodations, timing accommodations and setting
accommodations.
Presentation accommodations permit students to
access learning without having to visually read standard
print. Examples:
Response accommodations permit students to record,
solve, or organize schoolwork in an alternative manner.
Examples:
Timing / scheduling accommodations permit
students to have additional time for tasks (i.e.
assignments, tests, projects, etc.). Examples:
Setting / environmental accommodations change the
child’s learning environment, or the environment’s
conditions. Examples:
Conclusion
Don’t forget to document all of these accommodations in
the child’s IEP! Review them at least annually, and
change them when necessary.
Accommodations are a critical component of a child’s
comprehensive special education package. And we
simply cannot underestimate the power of educational
accommodations.
Definition of Accommodations
In order to understand the concept of accommodations,
think about the life of the young student. The student has
two jobs. First, she must learn the subject matter
presented by the teacher. In other words, she must “get
it.” The student’s second job is to complete assignments
and tests in order to demonstrate her mastery of the
material. In other words, the child must “show it.”
But many children with special needs experience great
difficulty in “getting it” and “showing it.” For those
children, accommodations provide a great service.
Accommodations are the services and supports that
enable the student to “get it” and “show it.”
Accommodations are adjustments to the ways in which a
student accesses learning. When implemented
appropriately, they mitigate or remove the affects of the
child’s disability. Accommodations should not, however,
reduce the child’s learning expectations. In other words,
accommodations change the way a student accesses
learning, without “watering down” the curriculum.
Accommodations versus Modifications
Be careful when discussing accommodations, as they are
commonly confused with a different type of support,
known as ‘modifications.’ Unlike accommodations,
modifications do lower a student’s learning expectations.
Modifications usually result in a disparity between
students with IEPs and their classmates. The use of
modifications may also negatively affect a student’s
academic future.
Modifications include, among others, the following:
- Providing assistance, such as clues or hints
- Reducing the number of multiple choice
- Reducing the learning material
- Shortening assignments or tests by
- the “hardest” problems
- Exemption from second language
Many people (parents and professionals alike) mistakenly
use the terms ‘accommodations’ and ‘modifications’
interchangeably. This could have dire consequences for
the student’s academic future.
Types of Accommodations
There are four types of instructional accommodations:
presentation accommodations, response
accommodations, timing accommodations and setting
accommodations.
Presentation accommodations permit students to
access learning without having to visually read standard
print. Examples:
- Taped books
- Taped lectures
- Magnification devices
- Sign language
- Large print
- Visual cues
- Organizational strategies (i.e. charts,
- Math charts
- Teacher-provided written outline or study
- Practice questions
- Oral tests and reports
- Open book tests
- Desk copy of board work
Response accommodations permit students to record,
solve, or organize schoolwork in an alternative manner.
Examples:
- Dictating responses to a scribe
- Speak into a tape recorder
- Present work orally
- Use of calculator or other calculation device
- Spelling and grammar assistive technology
- Keyboarding assignments and tests
- Multiple choice options
- Braille writer
- Visual organizer
- Graphic organizer
Timing / scheduling accommodations permit
students to have additional time for tasks (i.e.
assignments, tests, projects, etc.). Examples:
- Extended time for tests and assignments
- Frequent breaks during the academic day
- Assignments broken down into smaller,
- Opportunity to work on homework at school
- Changes to schedule, or order of activities
Setting / environmental accommodations change the
child’s learning environment, or the environment’s
conditions. Examples:
- Minimal visual or auditory distractions
- Preferential seating
- Study carrel
- Sound amplification system
Conclusion
Don’t forget to document all of these accommodations in
the child’s IEP! Review them at least annually, and
change them when necessary.
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