Accommodating and modifying adhd students richard m daley dating
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.
It’s a pleasure to share some of that knowledge with you now.
For example: Jack is an 8th grade student who has learning disabilities in reading and writing.
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.
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.
What is most important to know about modifications and accommodations is that both are meant to help a child to learn.
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 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 examples of these additional services and supports, called supplementary aids and service 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.