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 Accommodations/Modifications Forms and Templates for Teachers

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 Accommodations/Modifications Forms and Templates for Teachers

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This is a PDF  that gives insight on a teachers binder and their documents they use in special education. THis would be agreat idea set up for every school and teacher.
References
Retrieved February 17, 2017, from http://www.ppsblogs.net/jamestrewartha/files/2012/10/GE-BINDER-COMPLETE-1zghw2j.pdf

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 Accommodations/Modifications Forms and Templates for Teachers

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 Accommodations/Modifications Forms and Templates for Teachers

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This blog is from a teacher explaining different techniques to keep organized in her special education classroom and how she keeps her IEPs organized.
References
Paper, D. B. (2011, August 26). My special education classroom. Retrieved February 17, 2017, from http://www.breezyspecialed.com/2011/08/my-special-education-classroom.html?m=1

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I just finished my first full week of teaching!!! Woo Hoo!!

I'm so excited to share my classroom experience with all of you! I currently have 7 students, but will be getting another student soon (he had to prove residency first). Most of my students have autism as their primary disability and are pretty high functioning. On average my students are at about a first grade level just to give you an idea.

So, welcome to my classroom! I just (finally) added the student "mailboxes" (the orange boxes - yes, the free ones from Wal-mart). These are ESSENTIAL because otherwise I have student folders and communication notebooks all over the back counter... and I know one of my students will really appreciate this, as he was always going to the back of the room and straightening up the mess back there! :) Students can also keep their binders and "thunderbucks" (our school money - reward system) in their mailboxes. I love it. Also, you might notice that my bulletin boards are kind of empty - that is not because I'm lazy! I wanted to leave space so we can put up things that we are working on and so that students can display their work. I am also collaborating with our school's speech path for social language and we discussed putting conversation starters and the like up on that bulletin board!

I like feeling organized. Next, you will see all my lovely clipboards, one for each student, nicely tabbed (color coded, yes) for each one of their IEP goals. I feel so much better now knowing how I will collect data on their progress. And yes, there are only 6 clipboards...we have a MIA IEP from a student who transferred from CPS...(that was a lot of acronyms, haha, sorry!)

Want to see what some of my IEP sheets look like?

Next, my sensory toys, or fidgets. These are SO popular! They are great for students who need to do something (positive) with their hands. It can be very relaxing and calming for many students.

My calendar! I put the Zebra border up before I even found the Zebra numbers! I wasn't looking for Zebra numbers either, just typed "calendar numbers" into Google, and they popped right up! You can get Zebra numbers too thanks to Doodle Bugs Teaching! I have a student who faithfully updates the calendar for me each morning when he comes in...and if a number is ever crooked, he'll get up and fix that too. :)

All students have IDs to buy lunch and what not, and after some students kept forgetting their IDs at home, I decided to keep them at school. So here they are with the hooks from the dollar store and a sign explaining what to do. I have found if I put signs up, students are so much more likely to remember what to do than if I just tell them verbally.

Here's my classroom rules if you would be curious in that. I know they are nothing pretty. I quickly wrote them in about 5 minutes before the first day of school. They seem to cover all of the bases so far!

And...my desk. See my easy button? :) It's so fun! It was given to me from my college supervisor after my student teaching experience. And over on the left, the wooden box thing (it has a nice little apple decoration on the front) is from my very first teaching aiding experience when I was a sophomore!

Let's get a close up of my pen holder! It's my favorite. I have a wonderful mentor who made both the holder and the flower pens for me on my first day of school. LOVE!!!

Here's the book corner I showed you when I first started it out. I added some pictures to the boxes (I know some of them still need pictures...I'm working on it!) and also moved around the cubes. I like it better this way. Next to the cubes are puzzles and games that students play during homeroom and resource. I think everyone should organize their books this way! It's awesome because students first choose their category and then their book. They don't have to do as much looking around to find what they want. Arthur and Disney are currently the most popular, with Dr. Seuss coming up at a close second!

I hope you enjoyed my little classroom tour! :) I'll leave you with a white board drawing done by one of my students during resource. I was not expecting to have such a talented artist in the classroom! :)

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I just finished my first full week of teaching!!! Woo Hoo!! I'm so excited to share my classroom experience with all of you! I currently have 7 students, but will be getting another student soon (he had to prove residency first). Most of my students have autism as their primary disability and are pretty high functioning.

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 Accommodations/Modifications Forms and Templates for Teachers

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 Accommodations/Modifications Forms and Templates for Teachers

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This website gives templates and forms for teachers to use for classroom management.
References
Smith, K. J. (2005). Templates to help you with paperwork - starting the year right - the First year. Retrieved February 17, 2017, from http://www.learnnc.org/lp/editions/firstyear/254

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Most of the LEARN NC Content has been archived using the Wayback Machine. Instructions for how to access that content is below, including links to frequently requested materials.

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 Accommodations/Modifications Forms and Templates for Teachers

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 Accommodations/Modifications Forms and Templates for Teachers

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This is video is showing how to  use template form for an IEP  and website to get templates.
References
Michael Walker (2011, October 27). Using the IEP reporting form template Retrieved from https://youtu.be/H93oeldwk6M

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National Center for Learning Disabilities

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An IEP Template for teachers to report back on goals.

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This video helps to describe the law of a 504 plan and how it is different from and IEP. A big summary in 5 minutes.
Reference
YSERVIDEOS (2013, September 1). IDEA basics: (504 plan) how is an IEP different from a 504 plan? Retrieved from https://www.youtube.com/watch?v=sJ2KlmG5OV0

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IDEA Basics: (504 Plan) How is an IEP Different from a 504 Plan?

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This site gives information for students with different subject and different areas teachers may need help with building an academic plan for them
Reference
info. 504 Accomodation checklist. Retrieved February 17, 2017, from http://www.lovejoyschools.com/504_accomodations.htm

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This site has made of list of different accommodations for students and different types of tools and ideas for teachers to use in the classroom.
Reference
IDEA 504. Retrieved February 17, 2017, from http://www.come-over.to/FAS/IDEA504.htm

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If you have a child that does not qualify for special education under IDEA but has a mental or physical impariment which substantially limits one or more major life activities, including learning, that child may qualify for special help in a regular classroom setting under section 504 of the Rehabilitation Act of 1973.

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This video was is giving insight of what intellectual disabilities is and how people get this disability.
Reference
Samantha, T. (Producer). (2015, October 12, Teaching children about Intellectual Disabilities. Podcast. Powtoon. retrieved from https://youtu.be/pGlc8t-SZ90

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National Center for Learning Disabilities

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Instructional Strategies for All Students

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Teaching children about Intellectual Disability

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Uploaded by Samantha Turner on 2015-10-12.

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Students with Intellectual Disabilities 

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Students with Intellectual Disabilities 

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This site helps parents explain what types of accommodations students with LD may receives and how it may help them.
Reference
National Center for Learning Disabilities(2017) accommodation for students with LD.  Retrieved from http://www.ldonline.org/article/8022/

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What are accommodations?

Accommodations are alterations in the way tasks are presented that allow children with learning disabilities to complete the same assignments as other students. Accommodations do not alter the content of assignments, give students an unfair advantage or in the case of assessments, change what a test measures. They do make it possible for students with LD to show what they know without being impeded by their disability.

How does a child receive accommodations?

Once a child has been formally identified with a learning disability, the child or parent may request accommodations for that child's specific needs. The Individuals with Disabilities Education Act states that a child's IEP (Individualized Education Program) team - which both parent and child are a part of - must decide which accommodations are appropriate for him or her. Any appropriate accommodations should be written into a student's IEP.

Here are some examples of possible accommodations for an IEP team to consider, broken into six categories:

Presentation:

Provide on audio tape

Provide in large print

Reduce number of items per page or line

Provide a designated reader

Present instructions orally

Response:

Allow for verbal responses

Allow for answers to be dictated to a scribe

Allow the use of a tape recorder to capture responses

Permit responses to be given via computer

Permit answers to be recorded directly into test booklet

Timing:

Allow frequent breaks

Extend allotted time for a test

Setting:

Provide preferential seating

Provide special lighting or acoustics

Provide a space with minimal distractions

Administer a test in small group setting

Administer a test in private room or alternative test site

Test Scheduling

Administer a test in several timed sessions or over several days

Allow subtests to be taken in a different order

Administer a test at a specific time of day

Other

Provide special test preparation

Provide on-task/focusing prompts

Provide any reasonable accommodation that a student needs that does not fit under the existing categories

Should accommodations have an impact on how assignments are graded?

School assignments and tests completed with accommodations should be graded the same way as those completed without accommodations. After all, accommodations are meant to "level the playing field," provide equal and ready access to the task at hand, and not meant to provide an undue advantage to the user.

What if accommodations don't seem to be helping?

Selecting and monitoring the effectiveness of accommodations should be an ongoing process, and changes (with involvement of students, parents and educators) should be made as often as needed. The key is to be sure that chosen accommodations address students' specific areas of need and facilitate the demonstration of skill and knowledge.

To find specific technology for particular accommodations, go to Tech Matrix . Choose a subject area and /or a learning support need. The matrix will generate a list of products to consider.

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individuals with disabilities education act

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The National Center for Learning Disabilities presents examples of accommodations that allow students with learning disabilities to show what they know without giving them an unfair advantage. Accommodations are divided into the following categories: how information is presented to the student, how the student can respond, timing of tests and lessons, the learning environment, and test scheduling.

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Students with Intellectual Disabilities. This explains Techniques and different types of assitive technology to use with student who have LD.
Reference
IDEAL, P.(2013) Intellectual Disabilities, Project Ideal. Retrieved from http://www.projectidealonline.org/v/intellectual-disabilities/

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Intellectual Disabilities - Project IDEAL

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Defining, characteristics, impact on learning, and teaching strategies for intellectual disabilities.