Two examples of accommodation for a child with an IEP are one additional time on assessments, and assessments questions being read to them out loud. Extended time on assessments allows them to not feel pressure on having to finish at a certain time and rush through the test. Another accommodation is that assessments would be read to the child with a learning disability. This type of support is accommodation that will help better understand where the child needs additional support in learning areas like math or reading. The ways I would address these accommodations would be to use all the resources necessary to best support the child. Providing additional time for assessments I would consider having a quiet space for the child where they can take the test at and not feel pressured by seeing that their classmates have finished first than them on assessments. If the students need to be moved from the classroom to a quiet space that would also be considered and accommodation for their additional time on assessments. Accommodations for students with disabilities are helpful ways for students to participate in grade level curriculum, as simple as moving a distracted student away from a window (parent companion, 2023). Assessment questions can also be read to the child that has those accommodations on their IEP’s. The way that I would address this accommodation is by having the student sit at my desk and be able to read the questions to them during testing or if special education team member or a paraprofessional can step in and help during the assessment I would reach put for help. Parent Companion. (2023). Accommodations and Modifications: How They Are Different. Accommodations and Modifications: How They Are Different | Parent Companion | For parents of children with disabilities in Texas 2.) When establishing accommodations within an IEP, it is important to address and recognize the child’s specific needs and ways in which that child can be supported for those needs. There are many ways in which accommodations can be incorporated into curriculum, two examples can include the allowance of extra time on assessments and extensions on classroom activities as well as altered classroom text such as lower or higher grade level text, larger font (British, 2023), etc. If one of my students required extra time for assessment and activity completion, I would first equip the student with as many resources as possible to help guide them in an independent manner this could include visual guides, technology support, highlighted texts and more. Continually, during the completion of an assessment I could provide the student with a comfortable and non-distracting environment away from peers and other adults. At my current placement the students who require additional testing time take their tests in the classroom “pod” which is an extension room designed for independent learning. As for students who may require altered text, I would design a text which fits the individual needs of the student while still maintaining the same overall topic or concept the class will be discussing. Overall, there are many ways in which accommodations can take place within the classroom, this was just to name a few. British Dyslexia Association. (2023). Dyslexia friendly style guide. https://www.bdadyslexia.org.uk/advice/employers/cr… 3.)There are many different accommodations that a child may need. Every IEP accommodation should be written to serve the student’s best interests. “The IEP team should keep in mind that decisions are individualized to the student and should not be based on a specific disability category.” (The Iris Center, 2018) One accommodation that I have seen is the use of an AAC (Augmentative and Alternative Communication) device. This could be written several different ways including listing a specific device, if we know what the child works best with, or including specific times or activities that the device is needed. As an example an accommodation may be written as, The student will have access to an AAC throughout every school day so he is able to communicate his wants and needs as well as participate in class discussions. If the student does not have their own device the district will provide one for school use. I have a couple of students with an AAC device. Both own their own device. We trialed a few different devices with them last year and found what worked best for each child, which happens to be two completely different devices we had to learn. On days that one or both students forget their device at home the school speech and language pathologist brings a district owned device to the classroom with their specific program for the student to use for the day and participate in classroom lessons. A second accommodation that I have seen in IEPs at my school is the use of breaks and / or the sensory room. Over time we have gotten to know our students and what their triggers are. We have also learned what or who helps these students when a trigger is presented. The accommodation may be written like, The student will be given breaks in the sensory room to regulate his body and be able to return to class focused. Staff will monitor the student’s behavior for signs of frustration that indicate the need for regulation. There is a student in the class that I am observing that has the use of the school sensory room in his IEP. He will give staff signs such as saying “that’s it” or abruptly closing his computer before he explodes. At this point the teachers that work with him know to ask him to take a walk with them to the sensory room. He is asked how long they should stay in there, being given a choice of x minutes or y minutes, and is allowed to use anything in the sensory room he would like his body and mind are reset and he can go back to the classroom and continue to work. After any accommodation is added to a student’s IEP any staff member that works with the student is notified of the accommodation and the correct use of it. All staff members know who has paperwork for students with IEPs and can help them with questions. Becky M. The IRIS Center. (2010, Rev. 2018). Accommodations: Instructional and testing supports for students with disabilities. Retrieved from https://iris.peabody.vanderbilt.edu/acc/ 4.)Hello class, One accommodation that many students with IEPs have are when it comes to testing. Within testing accommodations is where students might need their tests read to them, or students may require extra time on a test. Both of these benefit children in different ways, some students with disabilities might struggle more with reading so having someone read to them might help them to understand what the test is about. Where as extra time gives students time that they wouldn’t otherwise have in case they take longer to answer questions. I would address these accommodations by making sure that if the student needs extra time that it is provided for them and ensuring they use it. For the students who need their tests read to them I will make sure that there is someone to read them, or read them myself so that they have a good understanding of the information. I have actually been able to read tests to a few students in the past month. Special education. Test Accommodations February 2018. (n.d.). https://www.p12.nysed.gov/specialed/publications/test-accommodations-guide-february-2018.html 5.)Hello Miss Moore and Class, There are so many accommodations that can be made. One accommodation that is made if needed for a child with an IEP is additional time for assessments. This accommodation can be addressed by simply providing the child with one-on-one assessments by an aide or special education teacher. Also for observation assessments additional information and time can be given to the student to ensure understanding. Another accommodation that is made if needed for a student with an IEP is text-to-speech software. I would address this accommodation by providing the software to the student on their Chromebook with headphones so the student can utilize it daily during concepts. Caitlynn Hayslip 6.)Hello, Here are two examples of accommodation and how they might be addressed. Extended time for test. Accommodation: Some students may require additional time to complete assignments and tests due to processing difficulties or other challenges Addressing the Accommodation: The teacher could provide extended time for the student to complete in-class assignments or allow for extended time during exams. This could be implemented by coordinating with the special education team or by providing a quiet and supervised space where the student can continue working after the regular time has ended. It’s important to communicate with the student and their parents to determine the appropriate amount of extended time based on individual needs. Preferential Seating. Accommodation: A student with attention or sensory issues may benefit from preferential seating to minimize distractions or enhance their ability to focus Addressing the Accommodation: The teacher can arrange for the student to sit in a location that reduces distractions, such as near the front of the classroom or away from high-traffic areas. Additionally, providing flexible seating options, such as a fidget tool or a seat cushion, can support the student’s sensory needs. Regular communication with the student and their parents can help assess the effectiveness of the chosen seating arrangement and adjust as needed.
Two examples of accommodation for a child with an IEP are one additional time on assessments, and assessments questions being read to them out loud. Extended time on assessments allows them to not feel pressure on having to finish at a certain time and rush through the test. Another accommodation is that assessments would be read to the child with a learning disability. This type of support is accommodation that will help better understand where the child needs additional support in learning areas like math or reading.
The ways I would address these accommodations would be to use all the resources necessary to best support the child. Providing additional time for assessments I would consider having a quiet space for the child where they can take the test at and not feel pressured by seeing that their classmates have finished first than them on assessments. If the students need to be moved from the classroom to a quiet space that would also be considered and accommodation for their additional time on assessments. Accommodations for students with disabilities are helpful ways for students to participate in grade level curriculum, as simple as moving a distracted student away from a window (parent companion, 2023). Assessment questions can also be read to the child that has those accommodations on their IEP’s. The way that I would address this accommodation is by having the student sit at my desk and be able to read the questions to them during testing or if special education team member or a paraprofessional can step in and help during the assessment I would reach put for help.
Parent Companion. (2023). Accommodations and Modifications: How They Are Different. Accommodations and Modifications: How They Are Different | Parent Companion | For parents of children with disabilities in Texas
2.) When establishing accommodations within an IEP, it is important to address and recognize the child’s specific needs and ways in which that child can be supported for those needs. There are many ways in which accommodations can be incorporated into curriculum, two examples can include the allowance of extra time on assessments and extensions on classroom activities as well as altered classroom text such as lower or higher grade level text, larger font (British, 2023), etc. If one of my students required extra time for assessment and activity completion, I would first equip the student with as many resources as possible to help guide them in an independent manner this could include visual guides, technology support, highlighted texts and more. Continually, during the completion of an assessment I could provide the student with a comfortable and non-distracting environment away from peers and other adults. At my current placement the students who require additional testing time take their tests in the classroom “pod” which is an extension room designed for independent learning. As for students who may require altered text, I would design a text which fits the individual needs of the student while still maintaining the same overall topic or concept the class will be discussing. Overall, there are many ways in which accommodations can take place within the classroom, this was just to name a few.
British Dyslexia Association. (2023). Dyslexia friendly style guide. https://www.bdadyslexia.org.uk/advice/employers/cr…
3.)There are many different accommodations that a child may need. Every IEP accommodation should be written to serve the student’s best interests. “The IEP team should keep in mind that decisions are individualized to the student and should not be based on a specific disability category.” (The Iris Center, 2018)
One accommodation that I have seen is the use of an AAC (Augmentative and Alternative Communication) device. This could be written several different ways including listing a specific device, if we know what the child works best with, or including specific times or activities that the device is needed. As an example an accommodation may be written as, The student will have access to an AAC throughout every school day so he is able to communicate his wants and needs as well as participate in class discussions. If the student does not have their own device the district will provide one for school use.
I have a couple of students with an AAC device. Both own their own device. We trialed a few different devices with them last year and found what worked best for each child, which happens to be two completely different devices we had to learn. On days that one or both students forget their device at home the school speech and language pathologist brings a district owned device to the classroom with their specific program for the student to use for the day and participate in classroom lessons.
A second accommodation that I have seen in IEPs at my school is the use of breaks and / or the sensory room. Over time we have gotten to know our students and what their triggers are. We have also learned what or who helps these students when a trigger is presented. The accommodation may be written like, The student will be given breaks in the sensory room to regulate his body and be able to return to class focused. Staff will monitor the student’s behavior for signs of frustration that indicate the need for regulation.
There is a student in the class that I am observing that has the use of the school sensory room in his IEP. He will give staff signs such as saying “that’s it” or abruptly closing his computer before he explodes. At this point the teachers that work with him know to ask him to take a walk with them to the sensory room. He is asked how long they should stay in there, being given a choice of x minutes or y minutes, and is allowed to use anything in the sensory room he would like his body and mind are reset and he can go back to the classroom and continue to work.
After any accommodation is added to a student’s IEP any staff member that works with the student is notified of the accommodation and the correct use of it. All staff members know who has paperwork for students with IEPs and can help them with questions.
Becky M.
The IRIS Center. (2010, Rev. 2018). Accommodations: Instructional and testing supports for students with disabilities. Retrieved from https://iris.peabody.vanderbilt.edu/acc/
4.)Hello class,
One accommodation that many students with IEPs have are when it comes to testing. Within testing accommodations is where students might need their tests read to them, or students may require extra time on a test. Both of these benefit children in different ways, some students with disabilities might struggle more with reading so having someone read to them might help them to understand what the test is about. Where as extra time gives students time that they wouldn’t otherwise have in case they take longer to answer questions. I would address these accommodations by making sure that if the student needs extra time that it is provided for them and ensuring they use it. For the students who need their tests read to them I will make sure that there is someone to read them, or read them myself so that they have a good understanding of the information. I have actually been able to read tests to a few students in the past month.
Special education. Test Accommodations February 2018. (n.d.). https://www.p12.nysed.gov/specialed/publications/test-accommodations-guide-february-2018.html
5.)Hello Miss Moore and Class,
There are so many accommodations that can be made. One accommodation that is made if needed for a child with an IEP is additional time for assessments. This accommodation can be addressed by simply providing the child with one-on-one assessments by an aide or special education teacher. Also for observation assessments additional information and time can be given to the student to ensure understanding. Another accommodation that is made if needed for a student with an IEP is text-to-speech software. I would address this accommodation by providing the software to the student on their Chromebook with headphones so the student can utilize it daily during concepts.
Caitlynn Hayslip
6.)Hello,
Here are two examples of accommodation and how they might be addressed.
Extended time for test.
Accommodation: Some students may require additional time to complete assignments and tests due to processing difficulties or other challenges
Addressing the Accommodation: The teacher could provide extended time for the student to complete in-class assignments or allow for extended time during exams. This could be implemented by coordinating with the special education team or by providing a quiet and supervised space where the student can continue working after the regular time has ended. It’s important to communicate with the student and their parents to determine the appropriate amount of extended time based on individual needs.
Preferential Seating.
Accommodation: A student with attention or sensory issues may benefit from preferential seating to minimize distractions or enhance their ability to focus
Addressing the Accommodation: The teacher can arrange for the student to sit in a location that reduces distractions, such as near the front of the classroom or away from high-traffic areas. Additionally, providing flexible seating options, such as a fidget tool or a seat cushion, can support the student’s sensory needs. Regular communication with the student and their parents can help assess the effectiveness of the chosen seating arrangement and adjust as needed.
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