Accommodating a student with disability
Modifications and accommodations provided for Jack’s daily school routine (and when he takes state or district-wide tests) include the following: 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.
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.
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. 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… This is not an exhaustive list of possible related services.
Allowing a student who has trouble writing to give his answers orally is an example of an accommodation.
The IEP team decides which related services a child needs and specificies them in the child’s IEP. 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 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.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.