Accomodating students with disabilities

This student is still expected to know the same material and answer the same questions as fully as the other students, but he doesn’t have to write his answers to show that he knows the information.

What is most important to know about modifications and accommodations is that both are meant to help a child to learn.

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.

The IEP team must really work together to make sure that a child gets the supplementary aids and services that he or she needs to be successful.

Team members talk about the child’s needs, the curriculum, and school routine, and openly explore all options to make sure the right supports for the specific child are included.

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.

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.

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.

This page is intended to help teachers and others find information that can guide them in making appropriate changes in the classroom based on what their students need.

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.

He is in a regular 8th grade class that is team-taught by a general education teacher and a special education teacher.

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.

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.

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