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Note: Our experts are not attorneys and therefore our responses do not carry legal authority. We strongly recommend that educators check with their district’s attorneys for guidance on legal issues.
Accommodations and Modifications III
- How can I allow additional time for a student to complete an assignment and keep other students in the class on task?
- How can I design my classroom instruction so that students with disabilities can participate in the same activities as those students without disabilities?
- How do I assist students with disabilities in my classroom without taking too much time away from other students that may need my help?
- How can I help students with disabilities complete tasks independently?
- How can I make technology accessible for all students in my classroom?
- What strategies can I use when students with disabilities will not be allowed modifications on a state mandated test?
- What are some non-traditional ways in which I can measure student progress?
- How can I plan ahead for meeting the needs of students with disabilities in my classroom?
How can I allow additional time for a student to complete an assignment and keep other students in the class on task?
One approach to this situation is to use differentiated instruction so that all students are provided opportunities to demonstrate what they have learned in a manner that meets their needs. This may help to alleviate the discrepancy in time that students would require if they all were completing the same activity. See the section on differentiated instruction on the Toolbox section.
How can I design my classroom instruction so that students with disabilities can participate in the same activities as those students without disabilities?
The time to create the opportunity to make sure all students are included in class activities is during the planning of a lesson. Spending time thinking through the lesson activities will help teachers plan out instruction from start to finish with the needs of all students in mind. For ideas on how to do this, locate the link for Universal Design in the Toolbox section.
How do I assist students with disabilities in my classroom without taking too much time away from other students that may need my help?
As you work through your daily lesson, schedule in time to check on the progress of all students in your class. While doing this, you can make adjustments to the pace of the class or note which students you will need to work with at a later time. Another idea would be to make yourself available to students during the independent practice piece of your lesson. You can allow any student with a question come to you for help or you can even work with small group of students while allowing other students to come for help as necessary.
How can I help students with disabilities complete tasks independently?
Students with disabilities exhibit many individual characteristics. Therefore, this may vary from student to student. You may want to check with a student once they receive an assignment and have them repeat the instructions to you. Then, have them report to you after a certain amount of time or after completion of a certain amount of the assignment. That will help you to keep track of the student progress and provide the student with scheduled opportunities to interact with you. These scheduled interactions will assist the student with working independently when they know that they will have the chance to get your feedback at a set time. Visit the section on strategy instruction for more information on self-regulation for students with disabilities.
How can I make technology accessible for all students in my classroom?
One way to address the technology needs of students in your classroom is to work with the technology teacher or instructional technologist on your campus to discuss student needs. They will be the best resource for ideas to assist all of your students with the technology that you have. Prepare for the meeting by collecting examples of how students use technology in your classroom and the difficulties that some students face.
What strategies can I use when students with disabilities will not be allowed modifications on a state mandated test?
There are many strategies that can assist students on state mandated tests. However, these strategies must be taught to the students and they need opportunities to practice using them. One strategy that can be helpful is strategic instruction. More information on this is available in the Toolbox section.
What are some non-traditional ways in which I can measure student progress?
There are many ways to measure student progress. Many times teachers use tests, projects and curriculum based measures to evaluate student learning. Some other ideas that may allow students with disabilities to better demonstrate what they have learned are allowing oral responses, recording responses, digital stories, and retelling.
How can I plan ahead for meeting the needs of students with disabilities in my classroom?
Planning ahead for all students in your classroom is very important. It is important to understand individual needs of students with disabilities. Even though students may qualify for special education services under the same category, they may have very unique needs. You may read their special education file for specific information and ask the special education staff on your campus for additional information or help when you needed. Once you are ready to start writing out your lessons, you may want to consider using Universal Design and/or differentiated instruction strategies to meet the needs of your students.
Last updated: 11 August, 2008
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