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This video is about accomdating deaf students in the classroom. I found the most interesting when they played an audio clip as we would hear it regularly and then played it again how it would be heard through a hearing aid. The audio heard through the hearing aid was so jumbled and full of static you couldn't make out the words. I found this very important to know and to understand that just because a student has a hearing aid does not mean they can hear everything clearly.

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Deaf and Hard of Hearing Students in the Classroom

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This is a short video about how to include and accommodate students in the classroom that have cochlear implants.

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An overview of simple classroom modifications and accommodations that will help a children with cochlear implants (CIs) hear better in class. This video was made possible by a Small Business Innovation Research Grant # 4R44DC009357-02 from the National Institute on Deafness and Other Communication Disorders, part of the National Institutes of Health.

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This article is about a school that has a very high rate of student graduates that have disabilities. They use co teaching in classrooms and the class will have 1/3 of students that have disabilities. They also hold firm the belief that for a school to succeed the faculty and teachers have to feel a sense of ownership over the students learning that they are providing.

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schools > scholastic > wilson school district  |

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Wilson School District called 'lighthouse' on special education | Reading Eagle - NEWS

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Consulting firm hired to review programs and services finds a good culture, high performance for children with special needs.

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This is a simplified list of what is important to implement in the classroom for students that have a speech impairment.

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picture exchange communication system cards

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Do2Learn: Educational Resources for Special Needs

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picture communication cards, songs, games and learning activities for autism, aspergers, fetal alcohol syndrome and disabilities

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Accommodations for Students with Learning Disabilities or Communication Disorders

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Accommodations for Students with Learning Disabilities or Communication Disorders

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This is a list of accomadations that can be made in the classroom for both students that have learning disabilities as well as students that have behavioral and emotional disabilities.

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Program accommodations and modifications are available to children who receive services under IDEA or Section 504 of the Rehabilitation Act.

General Accommodations:

Large print textbooks
Textbooks for at-home use
Additional time for assignments
A locker with adapted lock
Review of directions
Review sessions
Use of mnemonics
Have student restate information
Provision of notes or outlines
Concrete examples
Adaptive writing utensils
Support auditory presentations with visuals
Use of a study carrel
Assistance in maintaining uncluttered space
Weekly home-school communication tools (notebook, daily log, phone calls or email messages)
Peer or scribe note-taking
Space for movement or breaks
Study sheets and teacher outlines
Extra visual and verbal cues and prompts
Lab and math sheets with highlighted instructions
Graph paper to assist in organizing or lining up math problems
Use of tape recorder for lectures
Use of computers and calculators
Books on tape
Graphic organizers
Quiet corner or room to calm down and relax when anxious
Preferential seating
Alteration of the classroom arrangement
Reduction of distractions
Answers to be dictated
Hands-on activities
Use of manipulatives
No penalty for spelling errors or sloppy handwriting
Follow a routine/schedule
Alternate quiet and active time
Teach time management skills
Rest breaks
Verbal and visual cues regarding directions and staying on task
Agenda book and checklists
Daily check-in with case manager or special education teacher
Adjusted assignment timelines
Visual daily schedule
Varied reinforcement procedures
Immediate feedback
Work-in-progress check
Personalized examples

Testing and Assessment Accommodations:

Answers to be dictated
Frequent rest breaks
Additional time
Oral testing
Untimed tests
Choice of test format (multiple-choice, essay, true-false)
Alternate ways to evaluate (projects or oral presentations instead of written tests)
Accept short answers
Open-book or open-note tests
Read test and directions to student
Provide study guides prior to tests
Highlight key directions
Test in alternative site
Use of calculator or word processor
Extra credit option
Pace long-term projects
Preview test procedures
Simplified test wording; rephrased test questions and/or directions

General Modifications:

Allow outlining, instead of writing for an essay or major project
Use of alternative books or materials on the topic being studied
Computerized spell-check support
Word bank of choices for answers to test questions
Provision of calculator and/or number line for math tests
Film or video supplements in place of reading text
Reworded questions in simpler language
Projects instead of written reports
Highlighting important words or phrases in reading assignments
Modified workload or length of assignments/tests
Modified time demands
Pass/no pass option
Modified grades based on IEP

Behavior modifications:

Breaks between tasks
Cue expected behavior
Daily feedback to student
Have contingency plans
Use de-escalating strategies
Use positive reinforcement
Use proximity/touch control
Use peer supports and mentoring
Model expected behavior by adults
Have parent sign homework
Have parent sign behavior chart
Set and post class rules
Chart progress and maintain data
Related Smart Kids Links

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Examples of Accommodations & Modifications | Smart Kids

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Program accommodations and modifications are available to children who receive services under IDEA or Section 504 of the Rehabilitation Act.

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This is a lengthy document provided with information on assessing special needs and what to take into consideration when choosing accommodations for the classroom.

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This link is to a list of accommodations that are available for students that don't qualify for help through the IDEA act but do qualify for help through 504 due to a student having an emotional or behavioral disability.

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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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Accommodations for Students with Mild Disabilities

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Accommodations for Students with Mild Disabilities

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Common Classroom Modifications & Accommodations

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Common Classroom Modifications & Accommodations

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This link goes to a wonderful list filled with great ideas which reminded me of some of the examples that were listed in the textbook for the INCLUDE acronym for how the classroom and teaching style can be modified in order to accommodate a student that has a disability to help them succeed.

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Explore topics about ADHD, dyslexia, and learning disabilities. Learn about focus, hyperactivity, executive function skills, and trouble with reading, writing, and math.

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Supports, Modifications & Accomodations for Students

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Supports, Modifications & Accomodations for Students

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This site goes more in depth as to what is legally to be done under the IDEA act as well as giving examples of things that can be done depending on the need of the student.

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Updated, March 2020

For many students with disabilities-and for many without- the key to success in the classroom lies in having appropriate adaptations, accommodations, and modifications made to the instruction and other classroom activities.

Some adaptations are as simple as moving a distractible student to the front of the class or away from the pencil sharpener or the window. Other modifications may involve changing the way that material is presented or the way that students respond to show their learning.

Adaptations, accommodations, and modifications need to be individualized for students, based upon their needs and their personal learning styles and interests. It is not always obvious what adaptations, accommodations, or modifications would be beneficial for a particular student, or how changes to the curriculum, its presentation, the classroom setting, or student evaluation might be made. This page is intended to help teachers and others find information that can guide them in making appropriate changes in the classroom based on what their students need.

Part 1: A Quick Look at Terminology
Part 2: Different Types of Supports

Part 1: A Quick Look at Terminology

You might wonder if the terms supports, modifications, and adaptations all mean the same thing. The simple answer is: No, not completely, but yes, for the most part. (Don't you love a clear answer?) People tend to use the terms interchangeably, to be sure, and we will do so here, for ease of reading, but distinctions can be made between the terms.

Sometimes people get confused about what it means to have a modification and what it means to have an accommodation. Usually a modification means a change in what is being taught to or expected from the student. Making an assignment easier so the student is not doing the same level of work as other students is an example of a modification.

An accommodation is a change that helps a student overcome or work around the disability. Allowing a student who has trouble writing to give his answers orally is an example of an accommodation. This student is still expected to know the same material and answer the same questions as fully as the other students, but he doesn't have to write his answers to show that he knows the information.

What is most important to know about modifications and accommodations is that both are meant to help a child to learn.

Part 2: Different Types of Supports

Special Education

By definition, special education is "specially designed instruction" (§300.39). And IDEA defines that term as follows:

(3) Specially designed instruction means adapting, as appropriate to the needs of an eligible child under this part, the content, methodology, or delivery of instruction-(i) To address the unique needs of the child that result from the child's disability; and(ii) To ensure access of the child to the general curriculum, so that the child can meet the educational standards within the jurisdiction of the public agency that apply to all children. [§300.39(b)(3)]

Thus, special education involves adapting the "content, methodology, or delivery of instruction." In fact, the special education field can take pride in the knowledge base and expertise it's developed in the past 30-plus years of individualizing instruction to meet the needs of students with disabilities. It's a pleasure to share some of that knowledge with you now.

Adapting Instruction

Sometimes a student may need to have changes made in class work or routines because of his or her disability. Modifications can be made to:

For example:

Jack is an 8th grade student who has learning disabilities in reading and writing. He is in a regular 8th grade class that is team-taught by a general education teacher and a special education teacher. Modifications and accommodations provided for Jack's daily school routine (and when he takes state or district-wide tests) include the following:

Jack will have shorter reading and writing assignments.

Jack's textbooks will be based upon the 8th grade curriculum but at his independent reading level (4th grade).

Jack will have test questions read/explained to him, when he asks.

Jack will give his answers to essay-type questions by speaking, rather than writing them down.

Modifications or accommodations are most often made in the following areas:

Scheduling. For example,

giving the student extra time to complete assignments or tests

breaking up testing over several days

working in a small group

working one-on-one with the teacher

providing audiotaped lectures or books

giving copies of teacher's lecture notes

using large print books, Braille, or books on CD (digital text)

Instruction. For example,

reducing the difficulty of assignments

reducing the reading level

using a student/peer tutor

Student Response. For example,

allowing answers to be given orally or dictated

using a word processor for written work

using sign language, a communication device, Braille, or native language if it is not English.

Because adapting the content, methodology, and/or delivery of instruction is an essential element in special education and an extremely valuable support for students, it's equally essential to know as much as possible about how instruction can be adapted to address the needs of an individual student with a disability. The special education teacher who serves on the IEP team can contribute his or her expertise in this area, which is the essence of special education.

Related Services

One look at IDEA's definition of related services at §300.34 and it's clear that these services are supportive in nature, although not in the same way that adapting the curriculum is. Related services support children's special education and are provided when necessary to help students benefit from special education. Thus, related services must be included in the treasure chest of accommodations and supports we're exploring. That definition begins:
§300.34 Related services.
(a) General. Related services means transportation and such developmental, corrective, and other supportive services as are required to assist a child with a disability to benefit from special education, and includes...

Here's the list of related services in the law.

speech-language pathology and audiology services

interpreting services

psychological services

physical and occupational therapy

recreation, including therapeutic recreation

early identification and assessment of disabilities in children

counseling services, including rehabilitation counseling

orientation and mobility services

medical services for diagnostic or evaluation purposes

school health services and school nurse services

social work services in schools

This is not an exhaustive list of possible related services. There are others (not named here or in the law) that states and schools routinely make available under the umbrella of related services. The IEP team decides which related services a child needs and specificies them in the child's IEP. Read all about it in our Related Services page.

Supplementary Aids and Services

One of the most powerful types of supports available to children with disabilities are the other kinds of supports or services (other than special education and related services) that a child needs to be educated with nondisabled children to the maximum extent appropriate. Some examples of these additional services and supports, called supplementary aids and service s in IDEA, are:

adapted equipment-such as a special seat or a cut-out cup for drinking;

assistive technology-such as a word processor, special software, or a communication system;

training for staff, student, and/or parents;

peer tutors;

a one-on-one aide;

adapted materials-such as books on tape, large print, or highlighted notes; and

collaboration/consultation among staff, parents, and/or other professionals.

The IEP team, which includes the parents, is the group that decides which supplementary aids and services a child needs to support his or her access to and participation in the school environment. The IEP team must really work together to make sure that a child gets the supplementary aids and services that he or she needs to be successful. Team members talk about the child's needs, the curriculum, and school routine, and openly explore all options to make sure the right supports for the specific child are included.

Much more can be said about these important supports and services. Visit our special article on Supplementary Aids and Services to find out more.

Program Modifications or Supports for School Staff

If the IEP team decides that a child needs a particular modification or accommodation, this information must be included in the IEP. Supports are also available for those who work with the child, to help them help that child be successful. Supports for school staff must also be written into the IEP. Some of these supports might include:

attending a conference or training related to the child's needs,

getting help from another staff member or administrative person,

having an aide in the classroom, or

getting special equipment or teaching materials.

The issue of modifications and supports for school staff, so that they can then support the child across the range of school settings and tasks, is also addressed in our article on Program Modifications for School Personnel.

Accommodations in Large Assessments

IDEA requires that students with disabilities take part in state or district-wide assessments. These are tests that are periodically given to all students to measure achievement. It is one way that schools determine how well and how much students are learning. IDEA now states that students with disabilities should have as much involvement in the general curriculum as possible. This means that, if a child is receiving instruction in the general curriculum, he or she could take the same standardized test that the school district or state gives to nondisabled children. Accordingly, a child's IEP must include all modifications or accommodations that the child needs so that he or she can participate in state or district-wide assessments.

The IEP team can decide that a particular test is not appropriate for a child. In this case, the IEP must include:

an explanation of why that test is not suitable for the child, and

how the child will be assessed instead (often called alternate assessment).

Ask your state and/or local school district for a copy of their guidelines on the types of accommodations, modifications, and alternate assessments available to students.

Even a child with many needs is to be involved with nondisabled peers to the maximum extent appropriate. Just because a child has severe disabilities or needs modifications to the general curriculum does not mean that he or she may be removed from the general education class. If a child is removed from the general education class for any part of the school day, the IEP team must include in the IEP an explanation for the child's nonparticipation.

Because accommodations can be so vital to helping children with disabilities access the general curriculum, participate in school (including extracurricular and nonacademic activities), and be educated alongside their peers without disabilities, IDEA reinforces their use again and again, in its requirements, in its definitions, and in its principles. The wealth of experience that the special education field has gained over the years since IDEA was first passed by Congress is the very resource you'll want to tap for more information on what accommodations are appropriate for students, given their disability, and how to make those adaptations to support their learning.

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Supports, Modifications, and Accommodations for Students

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Updated, March 2020 For many students with disabilities-and for many without- the key to success in the classroom lies in having appropriate adaptations, accommodations, and modifications made to the instruction and other classroom activities. Some adaptations are as simple as moving a distractible student to the front of the class or away from the pencil sharpener or the window.

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Assistive Technology for Students that Have Mild Disabilities

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Assistive Technology for Students that Have Mild Disabilities

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This website really puts into perspective the difference between using assistive technology to help students that have a disability compared to just doing the work for them. Using the assistive technology helps the students that are using it take control of their learning and make them more independent.

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ERIC Identifier: Publication Date: Author:
Source:

Assistive Technology for Students with Mild Disabilities. ERIC Digest E529.

Technology is bursting into the classroom at all levels, as a tool for teachers to develop, monitor, and provide instructions, and for students to access and engage in learning. P.L. 100-407, The Technology-Related Assistance for Individuals with Disabilities Act of 1988 (Tech Act) was designed to enhance the availability and quality of assistive technology (AT) devices and services to all individuals and their families throughout the United States.

WHAT ARE ASSISTIVE TECHNOLOGY (AT) DEVICES?

The Tech Act defines AT devices as any item, piece of equipment, or product system (whether acquired off the shelf, modified, or customized) that is used to increase, maintain, or improve functional capabilities of individuals with disabilities. AT devices may be categorized as high technology and low technology. Many low-tech devices can be purchased at a hardware store, selected from a catalog, or fabricated using tools and materials found in home workshops (Franklin, 1991). Examples might be note-taking cassette recorders, pencil grips, NCR paper/copy machine, simple switches, head pointers, picture boards, taped instructions, or workbooks. High-tech devices frequently incorporate some type of computer chip, such as a hand-held calculator or a "talking clock." Examples might be optical character recognition (OCR) calculators, word processors with spelling and grammar checking, word prediction, voice recognition, speech synthesizers, augmentative communication devices, alternative keyboards, or instructional software.

HOW CAN AT BE APPLIED IN INSTRUCTION?

Lahm and Morrissette (1994) outlined seven areas of instruction where AT could assist students with mild disabilities. These areas include organization, note taking, writing assistance, productivity, access to reference materials, cognitive assistance, and materials modification. A number of approaches are available to assist students with mild disabilities in these areas of instruction.

ORGANIZATION: Low-tech solutions include teaching students to organize their thoughts or work using flow charting, task analysis, webbing or networking ideas, and outlining. These strategies can be accomplished using graphic organizers to visually assist students in developing and structuring ideas. A high-tech solution might be the outline function of word processing software, which lets students set out major ideas or topics and then add subcategories of information.
NOTE TAKING: A simple approach is for the teacher to provide copies of structured outlines for students to use in filling in information. A high-tech approach might include optical character recognition, which is software that can transform typewritten material into computer-readable text using a scanner.

A teacher's typewritten notes can be duplicated using either NCR paper (carbonless copies) or a copy machine. A slightly more high-tech method is to use microcassette recorders. Or, notes can be read by a voice synthesizer, allowing students with reading difficulty to review the notes much the same as reviewing a tape recording. Recorders are beneficial for students with auditory receptive strength, but they may be less useful for those needing visual input. Videotaping class sessions may be helpful for visual learners who pick up on images or body language, or for students who are unable to attend class for extended periods of time.

Laptop or notebook computers can provide high-tech note taking for many students with disabilities. An inexpensive alternative to a full-function portable computer is the portable keyboard. The limitations of these keyboards are in formatting information and a screen display limited to four lines of text.

WRITING ASSISTANCE: Word processing may be the most important application of assistive technology for students with mild disabilities. Many of these students have been identified as needing assistance in the language arts, specifically in writing. Computers and word processing software enable students to put ideas on paper without the barriers imposed by paper and pencil. Writing barriers for students with mild disabilities include mechanics: spelling, grammar and punctuation errors; process: generating ideas, organizing, drafting, editing, and revising; and motivation: clarity and neatness of final copy, reading ability, and interest in writing.

Grammar/spellcheckers, dictionaries, and thesaurus programs assist in the mechanics of writing. Macros, a feature that allows keystrokes to be recorded in a file that can be used over and over, also assist in mechanics. Macros can be used for spelling difficult text, for repetitive strings of words, or for formatting paragraphs and pages. Macros also save time for students who have difficulty with either the cognitive or motor (keyboarding) requirements of writing. Word prediction is assistive software that functions similarly to macros. If a student has difficulty with word recall or spelling and cannot easily use the dictionary or thesaurus feature, then word prediction software offers several choices of words that can be selected.

Teachers can use the editing capabilities of the word processor during the writing process, making electronic suggestions on the student's disk. If the computer is on a network, students can read each other's work and make comments for revision. Painter (1994) indicated that peer feedback was an effective way to assist students in generating and revising text. Computer editing also reduces or eliminates problems such as multiple erasures, torn papers, poor handwriting, and the need to constantly rewrite text that needs only minor modifications. The final copy is neat and legible.

Motivation is often increased through the desktop-publishing and multimedia capabilities of newer computers. A variety of fonts and styles are available, allowing students to customize their writing and highlight important features. Graphic images, drawings, and even video and audio can be added to the project to provide interest or highlight ideas. Multimedia often gives the student the means and the motivation to generate new and more complex ideas.

PRODUCTIVITY: Assistive productivity tools can be hardware-based, software-based, or both. Calculators, for example, can be the credit-card type or software based, which can be popped up and used during word processing. Spreadsheets, databases, and graphics software also offer productivity tools, enabling students to work on math or other subjects that may require calculating, categorizing, grouping, and predicting events. Productivity tools also can be found in small, portable devices called personal digital assistants (PDAs). Newer PDAs can be used as notetaking devices via a small keyboard or graphics-based pen input. Some PDAs can translate words printed with the pen input device to computer-readable text, which can then be edited with the word processor and transmitted to a full function computer.

ACCESS TO REFERENCE MATERIALS: Many students with mild disabilities have difficulty gathering and synthesizing information for their academic work. In this arena, telecommunications and multimedia are providing new learning tools for the students.

A computer and a modem can transport students beyond their physical environment to access electronic information. This is particularly appropriate for individuals who are easily distracted when going to new and busy environments such as the library. Telecommunications networks offer access to the information superhighway. Students can establish "CompuPals" with other students, which often motivates them to generate more text and thus gain more experience in writing. Students can also access electronic encyclopedias, library references, and online publications. However, these experiences should be structured, because the information highway is complex and it is easy to get distracted or lost as opportunities are explored.

Multimedia-based tools are another way in which information can be made accessible to students. Multimedia's use of text, speech, graphics, pictures, audio, and video in reference-based software is especially effective in meeting the heterogeneous learning needs of students with mild disabilities.

COGNITIVE ASSISTANCE: A vast array of application program software is available for instructing students through tutorials, drill and practice, problem-solving, and simulations. Many of the assistive technologies described previously can be combined with instructional programs to develop and improve cognitive and problem-solving skills.

Multimedia CD-ROM-based application programs offer another tool for assisted reading. Similar to talking word processors, CD-based books include high-interest stories that use the power of multimedia to motivate students to read. These books read each page of the story, highlighting the words as they are read. Additional clicks of the mouse result in pronunciation of syllables and a definition of the word. When the student clicks on a picture, a label appears. A verbal pronunciation of the label is offered when the student clicks the mouse again. These books are available in both English and Spanish, so students can read in their native language while being exposed to a second language.

MATERIALS MODIFICATION: Special educators are familiar with the need to create instructional materials or customize materials to meet the varied needs of students with disabilities. Today there are powerful multimedia authoring and presentation tools that educators can use to develop and modify computer-based instructional materials for students with mild disabilities, providing a learning tool that these students can access and use to balance their weak areas of learning with their strong areas.

Authoring software allows teachers and students to develop instructional software that can incorporate video, pictures, animation, and text into hypermedia-based instruction. Multimedia authoring software is very easy to learn and use. In fact, authoring software packages are even available for young children. For example, if the objective is to teach map reading, an image of a local map can be scanned in and specific locations can be made into buttons that the students can click on, causing a short video clip playing of the familiar location. A set of questions might be asked using both text and synthesized speech to have students give directions on how to get the location shown on the video. Students could then write directions (or draw their own map). Digitized pictures of landmarks could also be incorporated into the directions. These directions, along with the images, could then be printed for use in completing the assignment. Without the ability to author and incorporate multimedia easily into instructional software, such computer-based training would be impossible because of the need to incorporate the shared learning concepts inherent in local environments into the assisted-learning process. Such instruction can make learning more efficient and certainly more real for students for whom abstract learning and generalization may be difficult.

REFERENCES

Franklin, K.S. (1991). Supported employment and assistive technology--A powerful partnership. In S.L. Griffin & W.G. Revell (Eds.), Rehabilitation counselor desktop guide to supported employment. Richmond, VA : Virginia Commonwealth University Rehabilitation Research and Training Center on Supported Employment.

Lahm, E., & Morrissette, S. (1994, April). Zap 'em with assistive technology. Paper presented at the annual meeting of The Council for Exceptional Children, Denver, CO.

Painter, D.D. (1994). A study to determine the effectiveness of computer-based process writing with learning disabled students under two conditions of instruction: Peer collaborative process model and nonpeer collaborative process model. Unpublished doctoral dissertation, George Mason University, Fairfax, VA.

ADDITIONAL RESOURCES

Asen, S. (1994). Teaching and learning with technology. Alexandria, VA : Association for Supervision and Curriculum Development.

Johnson, L.J., Pugach, M.C., & Devlin S. (1990). Professional collaboration. TEACHING Exceptional Children, 22, 9-11.

U.S. Congress, Office of Technology Assessment. (1988). Power on! New tools for teaching and learning (OTA-SET-379). Washington, DC: U.S. Government Printing Office.

ELECTRONIC RESOURCES

Digests published by the ERIC Clearinghouse on Disabilities and Gifted Education are available for downloading or online reading on the AskERIC Virtual Library <ericir.syr.edu>.

The following Internet sites provide additional information on assistive technology for students with disabilities:

Gopher sites: gopher sjuvm.stjohns.edu

St. John's University

Electronic Rehabilitation Resource Center

gopher hawking.u.washington.edu

University of Washington

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From Behrmann, M. (1994). Assistive technology for students with mild disabilities. "Intervention in School and Clinic," 30(2), 70-83. Adapted by permission.

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Assistive Technology for Students with Mild Disabilities. ERIC Digest

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ERIC Identifier: Publication Date: Author: Source: Technology is bursting into the classroom at all levels, as a tool for teachers to develop, monitor, and provide instructions, and for students to access and engage in learning. P.L.