In this episode, we’ll look at accommodations on an IEP.

There are many times a student with disabilities would have little chance of succeeding in a general education setting without effective accommodations.

Accommodations provide the scaffolding and safety net for students with disabilities to experience the benefits of an included education.

Here are links to information about accommodations for different types of neurodivergence.  Remember, many of the accommdation needs crossover disability categories.

Universal Design for Learning or UDL  (the leader in research and implementation of global classroom accommodations)

https://www.cast.org/what-we-do/universal-design-for-learning/

This is a parents guide to UDL

https://www.advocacyinstitute.org/resources/ParentUDLGuide.pdf

Autism accommodations

https://www.autismspeaks.org/blog/autism-101-educators-how-general-education-teachers-can-support-students-asd

ADHD accommodations

https://chadd.org/for-educators/classroom-accommodations/

Sensory processing accommodations

https://www.readingrockets.org/helping-all-readers/inclusive-classrooms/sensory-friendly-spaces

Summary

This episode defines accommodations in special education and explains their two main purposes: supporting a student while learning a skill, or providing lifelong support for skills a student may never master.  Host lists common examples, addresses misunderstandings about fairness in general education, and discusses a specific objection regarding formula lists in trigonometry. He concludes by recommending that selecting fewer, high-value accommodations improves teacher implementation and effectiveness.

Key takeaways

Definition and Purpose of Accommodations

Accommodations allow students to access the general education curriculum without fundamental changes, supporting either skill learning or lifelong needs.

Host explains that accommodations do not alter what is taught but how it is taught and assessed, and they serve either to help a student learn a skill or to provide support for a skill the student may never master, such as note taking.

Examples of Common Accommodations

Common accommodations include preferential seating, quiet test areas, extended response time, reminders, chunking, note-taking assistance, and frequent breaks.

 Host lists several examples and notes that accommodations can be as unique as the student's needs as long as they adhere to the standard of mastering the general education curriculum.

Misunderstandings About Fairness

Many general education teachers believe accommodations give an unfair advantage, but the skills accommodated are often ancillary to the tested subject matter.

Host argues that complaints about unfair advantage center on ancillary skills, such as writing a five-page paragraph, which are not central to understanding the Great Depression; displaying knowledge does not rely on a single modality.

Formula Lists as a Specific Challenge

Providing formula lists for memory-challenged students recognizes that understanding and applying formulas is the class's goal, not memorization.

Host addresses trigonometry teachers' objections, stating that students with short-term memory weaknesses (e.g., due to ADHD) know how to use formulas but need them provided, and the test still measures application of the correct formula.

Recommendation for Fewer Accommodations

Using fewer, high-value accommodations improves teacher implementation and effectiveness.

Host advises that teachers with many students struggle to remember numerous accommodations, so selecting a few effective ones ensures they are actually used and implemented effectively.

Thanks to Soundimage.org for the free access to the AI generated used in this podcast (https://soundimage.org/)