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I was not anticipating just how much support structure, of additional teachers/assistants, would be in place. In one period, there are four support aides in the room.

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Students have been able to complete assigned tasks in a small group with support teacher & paraprofessional assistance.

Students have been moved to fulfill temporary accommodations (one student, concussed, changed seats to avoid getting a headache from the projector)

most accommodations/modifications are being completed by the support structures (support teachers, paraprofessionals)

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Some students have accomodations to leave class early, for example, and the other students get jealous when they can leave first. Responding to the students when they ask why someone else gets something is difficult because you can't tell them what it's for and regardless of your response, the student tends to feel embarrassed.

The students didn't know that I knew their accommodations, so when I first started teaching, a few got concerned but my mentor reassured them. With this in mind, what happens in the case of a sub?

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If it is listed as an SDI in an IEP, you absolutely have to follow it.

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Preferential seating, allowing students to take small breaks, chunking larger assignments into smaller tasks, including larger print with any readings

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I have had to use a microphone/voice amplifier for a student who is hard of hearing. I have another student who has a broken arm and is supposed to get filled in notes until the cast comes off because he cannot write or type

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Student Accommodations are different level requirements depending on if it's IEP, 504, or based on universal teaching.

fulfilling IEP accommodations are the law, non negotiable; make sure that you know what they are and how you can fulfill them.

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Accommodations are ways where you can make learning equitable, and ensure every student is able to access what you are teaching and how you are teaching it.

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These are not optional accommodations; they have to be met every class

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During the field placement, write down what you have had to implement with regard to meeting student accomodations.

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Write down new facts or understandings you've gained and/or questions you have after experiencing accommodations in a practical setting

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Before your field experience, write down what you already knew/previously learned about meeting student accomodations.