1. Yvonne Goddard, Ph.D. Making Accommodations for Students with Disabilities (Adapted from Lewis & Doorlag, 2003)

2. Yvonne Goddard, Ph.D. A Few Tips/Pointers for Getting Started – Working with Paraprofessionals/Aides You: certified teacher, instructional leader; aide: support You must interact with students with disabilities teacher effectiveness and engagement with all students is what produces results no support for academic progress is associated w/ aides Work w/ special ed teacher to determine role of parapro Possible responsibilities for parapro: Collect data, monitor behavior Facilitate social interactions Modify materials as directed by you (see slides on adaptations)

3. Yvonne Goddard, Ph.D. A Few Tips/Pointers for Getting Started – Working with Special Education Teachers Special Ed. teacher is also a certified teacher with expertise: respect that Not a classroom aide Ask questions about… individual students possible supports co-teaching (e.g. you teach content, special ed teacher teaches strategies)

4. Yvonne Goddard, Ph.D. Adapting Instruction Clarify task directions Give directions orally and in writing Have students repeat the directions to you Restate directions in simple language Give only 1 or 2 oral directions at a time Be sure all students can see written directions Keep written directions at students’ reading levels Explain new or unfamiliar terms Add prompts Underlining/circling, highlighting, font change Verbal reminders

5. Yvonne Goddard, Ph.D. Changing Teaching Procedures Give additional presentation of skills and information (to those students who need this) Model, give examples/non-examples Provide additional guided practice Change feedback quantity (give more often if needed) and quality (be specific about what student did correctly or incorrectly)

6. Yvonne Goddard, Ph.D. Alter Task Requirements Change requirements for Quantity Speed Accuracy Change task characteristics – presentation mode, response mode Allow supportive technologies (e.g., calculator, word bank, computer) Listen to tapes rather than reading (if no text available at students’ reading levels) For writing: students can dictate to peer or onto tape/computer (voice-to-text) Break tasks into smaller subtasks

7. Yvonne Goddard, Ph.D. Determining How to Adapt 1. ID & evaluate demands student is having difficulty/not meeting:  Acquiring information  Remembering information  Expressing information 2. Develop goals for teaching strategies & making accommodations  Short-term vs. long-term solutions (From CEC Digest #E645, “Adapting Language Arts, Social Studies, and Science Materials for the Inclusive Classroom”)

8. Yvonne Goddard, Ph.D. Determining How to Adapt (cont.) 3. Determine: content or format adjustments?  Content – only if called for in IEP Keep in mind lesson plans – can student learn this content?  Format What are critical ideas/concepts? How can students demonstrate their knowledge?

9. Yvonne Goddard, Ph.D. Determining How to Adapt (cont.) 4. ID features of materials to be adapted  Too abstract? Complex? Reading level too high?  Poorly organized? Give too much info?  Relevant (necessary for learning content)?  Boring? 5. Determine type of adaptation needed  Rewrite, reorganize, re-cast?  Additional instruction, support, guidance?  Alternate materials?

10. Yvonne Goddard, Ph.D. Determining How to Adapt (cont.) 6. Inform key people of adaptation  Student, parents, other teachers, administrator 7. Evaluate effects of adaptations and adjust as needed to promote success 8. Fade the adaptation as soon as possible (do not let the students be “lifers”)

11. Yvonne Goddard, Ph.D. Using lesson plans relevant to your subject area Refer to the 3 scenarios – Marty, Sarah, Brent Keep lesson goals in mind Unless content changes are included in IEP, content for student must remain same as general ed students So, how to adapt lesson to accommodate, but still help student meet lesson goals? List ideas for how to accommodate each student Group Activity