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Some accommodations integrated in my classes are the use of graphic organizers, modifications to assignments, breaking down into chunks, preferential seating and additional time to finish assignments.

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An accommodation I have given my students is sentence frames. It helps to reel them in to understand the question as well. Makes assessing their knowledge much easier and more direct.

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I like to use speech-to text or "reader," for students with dyslexia. Also, Schoology has a feature that allows students to record their answers. I also like to adjust reading materials so students don't get frustrated and instead develop an affinity for reading.

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I use sentence starters, a lot of imagery and step by step instructions.

For some I print out images and allow them to trace.

When available, TA 's assist with students as well.

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I provide students with sentence/paragraph frames and allow them to use speech-to-text. I always provide graphic organizers and checklists for assignments and projects. These strategies help make complex material accessible to all students, particularly regarding historical documents.

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These are all really good strategies, but the only issue is that you have to accomodate ALL of your students needs and with one of us in each room, you can choose a few to implement. I do not personally gravitate towards one or the other, I can provide a calculator and that works wonders.

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I use graphic organizers and alternative assessments. These have allowed me to scaffold material and getting my students to understand the material and the alternative assessments as a choice board. Same standards and expectations, just different deliverables. Additionally allow students to resubmit assignments/tests to incorporate feedback.

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Reading assignments are always chunked into smaller sizes and paragraphs are sometimes numbered to make the reading more manageable. I also use the WHUBS reading strategy to increase reading comprehension and critical thinking. For writing, I use the CEAL writing strategy. These are just a few of the strategies I use for academic assignments.

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I provide sentence starters and put timers. I allow students to use graphic organizers, notes, number lines, multiplication tables, and other mathematical models. I provide additional time and allow students to retake assessments.

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I allowed students to use notes and calculators on the test; allowed them to take the assignments/tests multiple times; fill-in-the-blank notes

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I grouped students with similar needs and assigned a TA to work with them 'as a group' to complete assignments. Very effective!

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I read and follow student IEPs. I provide additional time for assignments, I shorten assignments, provide sentence starters, videos that accompany readings to help students better understand content.

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ACCOMODATIONS AND MODIFICATIONS INCLUDE:GRADING BASED ON EFFORT AND CONSIDERATION THAT THE SP ED STUDENT LEARNS IN A DIFFERENT WAY , THAN HIS/HERS PEERS IN GENERAL EDUCATION.

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Some accommodations that I have in place for my Special Education students include extended time on tests, alternative formats for materials, note-taking assistance, preferential seating, peer teaching. I also have advanced students in groups with special need students so they can assist them with their work. I believe these modifications level the playing field without changing academic standards.

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ALL GEN. ED TEACHERS HAVE A SP ED STUDENT PASSAPORT PROVIDED FOR SP ED TEACHERS. GEN ED TEACHERS WILL READ THE ACCOMMODATIONS AND MODIFICATIONS THAT HELP THE SP ED STUDENT TO LEARN IN THE SAME ENVIRONMENT THAT HIS PEERS DO.

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Accommodations used help to deliver instruction without compromising expectations: more time, collaboration with classmates, graphic organizers, paraphrasing instruction, chunking larger tasks, guided practice, technology where appropriate, steps in writing process etc.

Modifications are adjustments that may simplify grade level material. An example for ELD may be the use of "level" appropriate rubrics to differentiate within a grade level, simplify text, allow for alternative modes to show learning has been accomplished.

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ACCOMMODATIONS AND MODIFICATIONS ARE CONTAINED IN THE DOC. IEP.TO SUPPORT SPED STUDENT LEARNING.

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One accommodation that I find to be very helpful are graphic organizer because it helps students organize, visual and share their ideas.

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In the library, my lessons usually proceed with activating prior knowledge to help students see the connections between prior learning and new information.  I feel it helps students feel more relaxed yet empowered. I like to give students a visual, audio, speaking/reading out loud, and a writing piece to tap various learning modalities.

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One accommodation I use is chunking text. This is helpful for my OHI and SLD students to avoid any overwhelming and shutdowns. Breaking the text into smaller, manageable parts helps my students stay focus on one idea or paragraph at a time.

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One accommodation/modification that I use in my practice are graphic organizers. Graphic organizers helps students organize their documents for a DBQ. Each graphic organizer has the specific elements needed to score essays points in my class.

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I oove using graphic organizers for my music class. the students can go back and find thier notes and use them as resources

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In my EMT teaching practice, I provided extended time on written exams for students with documented learning disabilities or test anxiety. This accommodation allowed these students to fully demonstrate their knowledge without the pressure of strict time constraints, which can negatively affect performance. By reducing time-related stress, students were better able to process questions, recall information, and apply critical thinking

skills essential in the EMS field. This not only supported equity in assessment but also promoted confidence and improved overall academic performance.

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I understand the difference between accommodations and modifications. What I notice however, is that whenever I receive an IEP, all the students have an almost identical writing in the IEP with a learning disability without identifying what the disability is for that student. Students in my classroom receive plenty of time to complete assignments without any penalties. Some kids get a shorter assignment, and some kids demonstrate understanding not necessarily in writing, but they do it orally.

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I frequently use sentence starters, graphic organizers, and highlighting in my classroom. It helps students better understand the content and keeps them engaged in lessons. I have also found that breaking tasks into chunks is beneficial because it helps students from getting overwhelmed with content or directions. I usually pair chunking with checklists to have students self-monitor their progress.

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I frequently utilize graphic organizers in my classroom, particularly at the beginning of major projects and during lectures. This approach reinforces the learning experience and organizes my students' thoughts, allowing them to concentrate better on their assignments.

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I use Simplified Content and Modified Math assignments to help my students with mathematics. I also have untimed assignments and open book/notes exams to help ease their anxiety during exams.

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Accommodations used in class, translators as well work broken down into small parts of the project. Students are allowed to select a partner to work and collaborate depending on the assignment.

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I have used sentence starters before, but I am not sure if I would classify them as helpful. Sentence starters allow students to organize a discussion for efficiently, but that is largely because the sentence starter organizes the discussion for the students. I worry this makes it more difficult to for them to organize future discussions by themselves, because they are not given the opportunity to struggle in the task due to the sentence starters. I think overall though, it can help students develop a basic organizational strategy that they can improve upon and evolve over time.

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One accommodation I have used in my practice is graphic organizers such as the K-W-L chart and the compare contrast chart. The graphic organizers help students to better understand the information because they can refer to them as we move through a unit.

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I have used a modification in my class by modifying the text by changing the lexile level corresponding to students' reading comprehension levels. This also includes accommodations by supplementing text for students to include as primary sources instead of having them rely on Google searches. Other modifications involve adjusting assignments so that they support different formats to check for the same student understanding, in particular for projects. Other forms of accommodations include strategic seating, including varying levels of student proficiencies for English literacy and academic performance supported by class grades and SBA and i-Ready scores.

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I do task analysis, visual Schedules, manipulatives, simplified task directions, sentence starters and timers to name a few. I try to make sure that our classroom is not sensory overload and not much of distractions happening because most of my students get distracted easily.

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I find sentence starters and graphic organizers to be extremely helpful for all my students, not just those who receive accommodations. I also use "chunking" a lot to keep the texts we read more manageable.

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I've used sentence stems and sentence starters to support students in their thinking and writing process. Also, multiple means of accessibility such as verbal and written directions.

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Graphic organizers and sentence starters/stems are common accommodations used in my classroom. Graphic organizers help with idea generating and structure. Sentence stems/starters also help with idea generating and help familiarize students with sentence structure.

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Students want to know how lessons connect to their lives now and in future. My task is easier if I can connect to prior knowledge. My IDs usually do projects calling for cooperation, and communication. Projects work best when they are charged with communicating with each other. I also find that breaking difficult tasks into two, three sections, sometimes using a task analysis, and grading each section works well for my group. Also, some of my assessments are hands on projects and oral response, rather than a written response. It works pretty well for my group

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Some of the accommodation/modifications I have integrated into my classroom are, sentence starters for a number of tasks, integrated Kagan Strategies. A few years back I had a student who had anxiety and limited speech. When taking assessments, I would have the student come during lunch or after school to take his assessments. He took the same assessments as the other students the biggest accommodation was for him to be in a low anxiety environment where he was able to take his time and have no distractions.

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I break down each task into smaller sections. This allows the students to not feel overwhelmed when completing a task.

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One accommodation I use often is breaking tasks into chunks. It helps my special students stay focused and not get overwhelmed.

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I use G.O.s for nearly all assignments and assessments. It helps assist students organize, stay on task, and see the overall process of the essay.

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I've included more graphic organizer with my units because there are a lot of facts and equations the students need to use/remember. The usage of calculators helps for students that struggle with memory. A modification I may use would be to change the number of questions that are required for completion of the assignment.

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I've used graphic organizers, sentence stems, and illustrative concepts (maps) to assist students with assessments and understanding new content. It works well since a lot of students have trouble visualizing what the words/concepts are.