Explain The Six Main Categories Of Accommodations Associated With Ieps

Adaptions can be made to questions to ensure inclusive learning. If a student is anxious in a group situation, questions can be asked on a 1:1 basis. Equally the questions can be adapted according to the level of the student, either low or stretch for higher level students.

She will need accommodations such as extended time and Shortened Assignments to allow her to process information and respond to questions and prompts to the best of her ability. Crystal will need explicit instruction on basic comprehension skills in addition to scaffolding of grade level expectations.

I gave verbal instruction in the form of reading the detail on the PowerPoint slides and further emphasising the main points by verbally expanding further when required. I used the investigator pack visual aid to reinforce the spoken word and in conjunction with the PowerPoint slides listed the contents within it. Each item was shown to the learners in turn with discussion taken place about the use of each item. I assessed that this would be the most appropriate method of introducing these items as giving the items to the learners within the classroom environment may have led to a loss of control within the classroom and would have allowed the learners to see the items during the planned assessment later in the session.

Students given time to work on the task and scaffold for the questions is below.

With high stakes testing, it requires, states to use accommodation and alternative testing in order to allow states not to exclude students with special needs from taking any of the state’s test. Before

In the article “Universal Design for learning (UDL) and learners with Severe Support Needs”. Hartmann writes a story from her experience about student his name is Marcus has disabilities. The regular curriculum failed to get him a better education, and then his teachers decided to replace him in a school had curricula focused in disabilities or severe disabilities. Unfortunately, those schools for students “non-verbal” and Marcus had an ability to speak; his mother had frustrated and embarrassment for son future because the education curriculum did not design around students to get more benefit from learning. Also, she writes the students come from different background, culture and heredity; consequently, those factors influence in their learning even two brothers do not learn the same way. Moreover, most of the learning curriculum have designed for normal students, and they have supposed every student should receive the learning in the same way, but this is unjust for students have dissimilar abilities. The UDL has shown the problems are not in the students, but in the atmosphere around them and curriculum because there is not enough flexibility; it needs to fix it. Then, Hartmann describes the beneficial of UDL has changed the learning process to engage all the student’s abilities in the classrooms. Additionally, UDL has played a role in flexibility to involve all student with different abilities, and It also has helped teachers to become more think how to support

In the article Universal Design for Early Childhood Education: Ensuring Access and Equity for All it states that “children are not defined by their disability, but rather, their disability represents a characteristic, one mere facet of who they are and how they interact with the world” (Darragh, J. 2007). As a special education teacher I need to be open to new ideas on how to teach my students. I will have students with a wide range of disabilities from mild to moderate to severe. Incorporating universal design in my lessons and within my classroom is just one practice that will help my students. Universal design opens up the doors to so many new ideas that can be used in the classroom to help adapt lessons for my students.

• Analyze ways in which sessions plans can be adapted to the individual needs of the learners.

ELABORATE – Students apply new knowledge or skills, extending their understanding in student-centered task with embedded UDL strategies

IEP provide necessary program modifications, accommodations and supports to meet a child/s needs. The services in the IEP must be provided in the least restrictive environment LRE to support the child’s participation in the general education curriculum. The IEP must be reviewed every year to determine if goals are being met. The team members who participate in the IEP

There are three categories for accommodations used on standardized tests. The three categories are timing and scheduling accommodations, presentation accommodations, and response accommodations. With timing and scheduling accommodations, students on IEPs can have extended time to complete their assessment. The time in which a test is taken can also be organized differently that traditional tests. Students can also be allowed frequent breaks during their test taking time. The presentation in which the test is given to a student can also be changed. Some students may need differentiation in test presentation due to needing an alternate mode of access; ex. auditory, multi-sensory, visual, or tactile.

The “Universal Design for Learning (www.udlcenter.org)” consists of a group of principles that require all children to receive the same form of education and learning. There are three main principles which aid in protecting students with disabilities. These three principles make sure that the students with disabilities receive the same education as any other student as well. The following will explain my opinion on the learning of all children and how the UDL principles apply to this.

1. Take a look at the sample IEP Plan and identify 3 components of an IEP.

Each student will develop an education plan that asses a student’s present levels of academic achievement, social and behavioral performance and establish goals for the student to reach throughout the year. Special resources and services such as supplementary aids, modifications for assignments or tests, extra attention on various classwork assignments and communication devices are things that a student can request. A weekly check-up of the specific tasks in each student’s education plan will be analyzed and evaluated.

Accommodations: Struggling students who are on IEP’s will have Para to help them with the writing. There are two students on IEP’s that will be at the same table with a Para who will help them with their individual writing. The teacher will walk around the class and double check the struggling student’s understanding of the material, as well as other students.