Making Accommodations in Assessment by Ayşe Rima KÖLE DURSUN

Despina

despinasavvas3 — 2024-09-03 16:31:49 UTC

In Grade 5 we give extra support to students who need it. We give students choice and additional time if needed. Unfortunately we cannot do much acommodations if students don't have an IEP.

UDL

katyhunnicutt3 — 2024-09-03 16:32:02 UTC

I think we are addressing this by using UDL strategies. One that we used last year was a bilingual vocabulary guide for our novel study. All students had access to visuals and translations for words they needed to know to understand the story.

2024-09-03 16:32:07 UTC

Importance of keeping the learning target the same for all -- use differentiation for content, process, or product accommodations

Caitlin

2024-09-03 16:32:11 UTC

I am in the primary school. For accommodation, we do give extended time for some students on certain activities. Also, we have differentiated booklets. These come with extra examples, picture clues, and word boxes to guide students in their learning.

Sim

simgray1 — 2024-09-03 16:32:18 UTC

We offer students choice, we give time extensions, we offer multiple means of engagement and representation whenever possible

Stacey

speros91 — 2024-09-03 16:32:36 UTC

For the students that need more support, we often help them by including more visuals on their versions of the worksheets or booklets. We also use differentiation for course materials, especially our unit booklets.

okanuzelli2 — 2024-09-03 16:32:51 UTC

by diversifying assessment tools

Diana

2024-09-03 16:33:04 UTC

My cynical first response: We don't accommodate diverse learners! But... In group work, we offer students the option to have a scribe, a reader, a questioner, or another role that would give access to students with difficulty in reading/writing/speaking.

2024-09-03 16:33:09 UTC

Importance of addressing the misconceptions that were raised with both students and parents/families

okanuzelli2 — 2024-09-03 16:33:34 UTC

by diversifying assessment tools and different types of questions

Caitlin

2024-09-03 16:33:37 UTC

I find that many students in primary will tell you when they need something. You also, as a teacher, should be able to recognize when a student is in distress and try to open dialogue on how to help them. When students are disorganized, I often work with them to help them organize. This usually results in much happier students who have less clutter!

katyhunnicutt3 — 2024-09-03 16:33:43 UTC

We don't really involve them in accommodations but we try to notice when certain UDL tools are useful.

Some students respond positively when they are given choices such as reading a book aloud in class and letting students pre-read or re-read with an audio version.

Kindergarten

2024-09-03 16:34:31 UTC

provide a variety of materials, e.g. big blocks, small blocks, sensory toys, different coloring materials
incorporating hands-on activities, videos, songs

Diana

2024-09-03 16:35:21 UTC

I have just spoken to students who clearly need accommodations to try to understand what they need exactly. I would like to do more, formally.

Nina

2024-09-03 16:35:28 UTC

We try to have multiple means of engagement - text, supporting video, images etc and on occassion we have choice for form of expression. We try to vary tasks. Frankly, I don't think we do enough to support students with learning needs within the lessons.