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Some teachers can walk around and intuit the students' need for accommodations by examining what they are struggling with. This is done by watching the students' actions, verbal and nonverbal, their answers, and their implicit behavior while completing work. Some students are brave enough to ask for what they need. Others want you to ask them if they need help.

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Many students feel embarrassed about asking teachers for their accommodations. One line that really hurts to read is that a student said if all else fails you can always just keep nodding and saying yes so that people don't know you're lost. You essentially have to foster an inclusive classroom environment for ALL where no one - IEP or not - is embarrassed about asking questions.

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Social hierarchy seems to be a large part of it. Students expressly stated that they were more or less likely to request their accommodations based on who they were in class with; some students didn't care or didn't notice, some students apparently did, and all HI students seemed highly aware of which students were "safe" to discuss accommodations around.

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"Notably, the only times students came up with the topic of problem solving around
accommodations were in relation to countering embarrassment of classmates seeing them using
accommodations" (103). It seems like the biggest issue that students have with using accommodations is being singled out from the class. Most of my students are a little bit embarrassed by their accommodations, so our co-teachers help lead the class at times and will answer questions from anyone who needs help. ~Anemone

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Maribel: Students may think that their accommodations make them stand out negatively or make them seem "dumb." Others may just not know why they need their accommodations or how they would even help them. In the article, most students did not know or only knew little about their accommodations (Baker & Scanlon, 2016, p. 99)

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Arya, Hannah, Emerin, Cindy - Students should be involved in choosing their own accommodations because they know themselves and how they would like to learn better than someone else may. Involving students would increase agency and the ability to advocate for their own accommodations (ownership) if they had a say in deciding them.  

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Arya, Hannah, Emerin, Cindy - Students should be involved in choosing their own accommodations because they know themselves and how they would like to learn better than someone else may. Involving students would increase agency and the ability to advocate for their own accommodations (ownership) if they had a say in deciding them.  

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As a teacher considering the implementation puts a strong focus on students versus teacher. From a teacher perspective, it feels like a disservice to the students who need the accommodations to not identify them to the student, but instead it does the exact opposite. The students are competent individuals. By providing everyone with the accommodations, it creates agency and reflection in ALL students to consider if using the accommodations would be beneficial to them personally. It also creates an environment where students learn to take action for their needs and learn what works for them. No single student is singled out this way and makes it lower risk for students to try different learning styles out because everyone around them is. For students who no longer want to use their accommodations, they have the opportunity to try not using them and see what happens. Most likely they will see that they do benefit from them and are in an environment to explore their personal needs as a learner.

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Students need to understand their strengths and weaknesses so they can understand why they are provided certain accommodations. If a student is aware of a certain weakness, they can identify the correlating potential compensatory strategy.

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Students need to be involved as much as possible in their learning and this includes them choosing the things that are interesting to them. While keeping the student's needs at the forefront of the decision, I think it would be fine to allow them to choose what they will use in class.

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All students, not just those with IEPs, should be advocating for their learning at all times. This could mean asking questions, asking for extensions when necessary, being transparent about struggles, calling out cultural insensitivity, etc. Fostering such an environment in your classroom is hard work, but benefits all - part of it is never making students feel shame for not knowing something right away. The benefits of this include a transparent classroom community, students helping each other, a judgement-free zone, and overall a better understanding of your students' needs.

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Arya: Just making sure that I conduct all of them with fidelity. Keeping track of every students' accommodations can feel like a lot to keep track of and I'm sur ewe all want to make sure that we are providing an equitable experience to each of our students.

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Providing accommodations are fine. Providing modifications is harder. I am not sure of what modifications I can impose. Not a very good creator of modifications.

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Students need to be able to identify their weaknesses in order to understand when they go through academic hurdles. Of the students who were not familiar with their accommodations, some expressed that they would like to learn (e.g., “I wouldn’t mind knowing more” [Sandra]), while most agreed that accommodation provision should be the domain of teachers.

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I think one easy way to do this is to ground the conversation in the need to feel seen and heard in the classroom. In the beginning of the year I emphasized to the students thats is my JOB to support them and so they should never feel bad about asking. I found that helped some but for others using examples (sometimes made up)of people who self-advocated definitely helps

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Maribel: Students should at the very least know what their accommodations are and how to advocate for/use them. For example, if their IEP says that they need a word bank when reading a text, but the student just sees it there and ignores it because they don't understand what it is, the "accommodation" is not actually helping them. The article mentions that "student agency is critical to effective accommodations" (Baker & Scanlon, 2016, p. 94). In other words, they need to have control and basic knowledge of their accommodations/ know how to use them for them to be effective. If they are just written down, it doesn't help anyone.

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The article talked about students walking around and "looking for students who see confused" but honestly this doesn't seem like the most effective practice (especially when you are still learning students and their behaviors). I preferred the alternative of reviewing their work to see gaps to see what things would help them be successful.

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1. Provide accommodations in a variety of different ways (e.g., “re-explain in a different way until the student understands,”or allow students to work in groups to help with areas in which they are not as
good)
2. Make a more general statement to the class as a whole
3. Teach range of ways that students
indicate the need for an accommodation

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Students should absolutely have some degree of autonomy in choosing their accommodations, but to get them involved in the process, they should be given as much information as possible about possible accommodations about what their options could be.

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Irving: Student need to be present during the ARD meetings in order to provide input from the conception of their IEP. Having their experiences heard will ensure that the accommodations are something that actually work for them. The school's SpEd coordinator should make time to meet one on one with the student to explain what they will look like and brainstorms ways to advocate for themselves when they are in a general education classroom.