1. Meeting Student Needs: Accommodations and Adaptations Information for the presentation has been based on materials by Shalaway 1998; Friend & Bursuck 1999; and the Center for School & Community Integration, Indiana University; http://www.orclish.org/5_disability_res/autism_pdf/5curriculum.pdf Your Name, Title, and Date

2. Six Principles of IDEA  Free Appropriate Public Education (FAPE)  Appropriate Evaluation  Individualized Education Program (IEP)  Least Restrictive Environment (LRE)  Parent and Student Participation in Decision Making  Procedural Safeguards

3. Section 504  Brief History  Linkages with other legislation (IDEA)  Who is protected

4. Sec. 504 Accommodations IDEA Accommodations Adaptations Students with disabilities Who need no special services All Students The Diverse Classroom

5. Classroom Teacher-made informal measures Curriculum-based, Observations, Interviews… Process continues Significant difficulty/concern exists Pre-referral Intervention Begins Child Study Team Assessment and consultation re: environments and teaching methods Significant difficulty/concern exists Intervention successful Screening and Evaluation Assessment Plan Designed Evaluation Eligible IEP developed Not Eligible Alternate Plan Not Eligible Sec. 504

6. Suggestions for Prereferral Activities Collect recent and representative examples of student’s classroom work and/or social and emotional behaviors. Identify, in writing, the student’s specific areas of concern (academic, behavior). Elicit information regarding student’s successful and unsuccessful learning styles and settings. Review student’s cumulative school records for information regarding student’s academic and/or social and emotional history. Gather screening information for vision, hearing, and physical education. Brainstorm with present colleagues asking for suggestions that have worked well for them in similar situations. Design, implement and evaluate instructional strategies and/or behavior management plan. Consult with child study team. Request classroom observation by another teacher or resource educator.

7. Accommodations Adaptations Modifications Terms to Know

8. Accommodations An alteration in how an assignment or test is presented or responded to by the student. The alteration does not substantially change the level or the content of the material. (Oregon Accommodation Panel)

9. Adaptations/Modifications Any modification designed to lead to educational outcomes that represent only part of the general classroom curriculum; such that fewer concepts are mastered and different outcomes are planned. (Oregon Accommodation Panel)

10. are for all students - students differ in learning are for all students - students differ in learning preferences and need multiple and varied preferences and need multiple and varied avenues to learning avenues to learning are not new are not new are best approached through collaborative are best approached through collaborative problem-solving problem-solving involve knowing your curriculum involve knowing your curriculum (goals & objectives) and the (goals & objectives) and the individual student (goals individual student (goals & objectives) & objectives) maximize participation in general curriculum maximize participation in general curriculum and instruction and instruction can be supported by instructional strategies can be supported by instructional strategies Assumptions Accommodations and Adaptations…

11. Accommodation and Adaptation Considerations (Ask the questions found below in the order presented as they are least to most intrusive) Can the student perform the same task Can the student perform the same task using the same materials? using the same materials? Can the student perform the same task but Can the student perform the same task but with an easier step? with an easier step? Can the student perform the same task but Can the student perform the same task but with different materials? with different materials? Does the student need to perform a different Does the student need to perform a different task having the same theme as the classmates? task having the same theme as the classmates? Does the student require a different theme Does the student require a different theme and a different task? and a different task?

12. More Things to Question... What are the student’s prior experiences? What are the student’s prior experiences? What is the student’s attention span? What is the student’s attention span? Can the student work in a large group? Can the student work in a large group? In a small group (and with who)? In a small group (and with who)? Can the student work independently? Can the student work independently? What are the student’s areas of interest? What are the student’s areas of interest? What is the student’s age? What is the student’s age? * Ongoing assessment is key *

13. What the Educators can do… Vary the way instruction is delivered Vary the way instruction is delivered For example: a) Provide hands-on activities; b) Use tape recordings for repeating directions; c) Use rhyme, music and movement; d) Provide visual cues; e) Use community-based instruction; f) Use computers….and other technology Types of Accommodations and Adaptations

14. Are you the sage on the stage? OR The guide on the side?

15. Learning Styles Watch our own biases- (we have the tendency to teach how we like to be taught) Provide many types of strategies, activities, and experiences Help students know their preferences

16. If you want student behaviors to change, the first thing you need to change is….

17. How can teachers inspire passion for learning? "It isn't something you have to inspire; it is something YOU have to keep from extinguishing." Deborah Mierir

18. Who are the students in your classroom? Where do they come from? What are their interests and abilities? Are there features of their home lives that negatively/positively impact their school lives?

19. If you think they can, or if you think they can't… You are right either way Expectations

20. Are you unfairly judging a student's ability based on reports from previous years, grades, or others' opinions? Do you consciously call on every student? Do you rephrase questions or give clues to help a student respond? Do you react positively to students' answers? Do you make eye contact and listen to what students say? Do you encourage students to set goals for learning? Do you model the respect you expect students to return? Building Great Expectations

21. Try to understand where the behavior is coming from. Use positive strategies when dealing with the child… address the behavior. Set a goal. When Personalities Clash

22. Model how learning can bring pleasure and satisfaction Express your beliefs that the task(s) is(are) important Be enthusiastic State positive expectations Tie task to students' lives and interests Leading by Example

23. What the Students can do… Provide options/choices for how the students Provide options/choices for how the students can demonstrate understanding and can demonstrate understanding and knowledge knowledge For example: a) Instead of written responses, allow verbal responses; allow verbal responses; b) Allow models, exhibits, posters or brochures; brochures; c) Allow use of video and audio tape recordings for responses recordings for responses

24. Seatwork… The tasks and assignments students complete while working independently at their desks

25. Picture this… A classroom humming with concentration Students pore over their workbooks Pencils meet paper as students answer questions You, the teacher, work quietly with a small group in the back of the room

26. No disruptions No socializing Everybody's busy There is a lot of learning going on… RIGHT?!?!?!

27. Tips for Using Seatwork and Homework Before you give an assignment to your students, ask yourself what the objectives are and whether this task meets the objectives Match work to materials already covered Match work to materials already covered Make sure students know the purpose of the Make sure students know the purpose of the work work Guide students through 1 or 2 think aloud Guide students through 1 or 2 think aloud examples examples Ensure there are enough practice items Ensure there are enough practice items Make sure the directions are clear and concise Make sure the directions are clear and concise Match work with ability level Match work with ability level Limit the amount of time Limit the amount of time Monitor and provide immediate feedback Monitor and provide immediate feedback Establish routines/procedures for seeking help Establish routines/procedures for seeking help Provide opportunities for students to practice Provide opportunities for students to practice functional skills functional skills

28. Homework Should-NOTS Homework should NOT be:  A task just for students having difficulty  A chance for kids to finish work they couldn't finish in school  Busywork or punishment  A way for students to teach themselves

29. Homework Can Work Explain the purpose of every assignment Let parents know their role Do collect, acknowledge, discuss and give feedback on homework Assign work that will enrich student experiences Use assignment logs

30. How the Setting can be adjusted… Change the location of the student or Change the location of the student or equipment equipment Change lighting or noise level Change lighting or noise level For example: a) Have student sit near the chalkboard, and away from doors and windows and away from doors and windows b) Refrain from playing background music Adjust the location and environment

31. How the Amount of work can be adjusted… Adjust the number of items that the student Adjust the number of items that the student is expected to learn or complete at one time; is expected to learn or complete at one time; give opportunities throughout the day give opportunities throughout the day For example: Reduce or increase the number of vocabulary terms or math facts a student must learn at any one time must learn at any one time

32. How the Timeframe can be adjusted… Adjust the time allotted and allowed for Adjust the time allotted and allowed for learning, task completion or testing learning, task completion or testing For example: a) Individualize a timeline for completing a task; task; b) Give opportunity to complete work throughout the day, as opposed to one 20 throughout the day, as opposed to one 20 minute period; minute period; c) Give opportunity to complete work across days days

33. How the Skill Level requirements can be adjusted… Adjust the skill level, problem type, or the Adjust the skill level, problem type, or the rules on how the student may approach the rules on how the student may approach the work work For example: a) Allow the use of a calculator; b) Add a word bank to “fill in the blank” questions; blank” questions; c) Give 3 instead of 5 possible responses to a multiple choice question responses to a multiple choice question

34. How the Level of Support can be adjusted… Vary the amount of assistance Vary the amount of assistance For example: a) Assign peer buddies, peer tutors, cross-age tutors, paraprofessionals, or volunteers; tutors, paraprofessionals, or volunteers; b) Provide a self-monitoring checklist to students; students; c) Add pictures, enlarge print, & highlight the most important information most important information

35. How Grading can be adjusted… Changes to grading criteria - Grade based on many response types (for example, - Grade based on many response types (for example, grade not based solely on 2 multiple choice exam grade not based solely on 2 multiple choice exam scores) scores) - Grade based on improvement - Grade based on improvement - Grade based on individual contract or IEP goals - Grade based on individual contract or IEP goals and objectives and objectives Use alternatives to letter and number grades - Add comments - Add comments - Use pass/fail - Use pass/fail - Use competency/rubric checklists - Use competency/rubric checklists

36. Steps for Accommodating or Adapting Curriculum and Instruction Step 1: Select the content area to be taught Step 2: Identify the specific topic to be taught Step 3: Identify the curricular goals Step 4: Identify the instructional plan Step 5: Identify students who may need adjustments in the curriculum or instructional plan Step 6: Based on individual learner goals, choose appropriate accommodations or adaptations Step 7: Evaluate the effectiveness of adjustments; monitor and adjust while teaching

37. Increasing the Likelihood of Success Reduce tension Reduce tension Help students feel successful Help students feel successful Assess Assess Start with a review and establish a purpose for Start with a review and establish a purpose for the lesson activity the lesson activity Select appropriate materials (magazines, Select appropriate materials (magazines, things on the web, directions to games ….) things on the web, directions to games ….) Provide sufficient opportunity for practice Provide sufficient opportunity for practice Involve significant others - instilling Involve significant others - instilling cooperation and trust cooperation and trust

38. Reminders Regarding Accommodations and Adaptations Curriculum, assessment, and instruction are Curriculum, assessment, and instruction are inseparable inseparable Keep changes as simple as possible Keep changes as simple as possible Use several types of materials, accommodations Use several types of materials, accommodations or adaptations (do so systematically) or adaptations (do so systematically) Give time, patience, encouragement, choices Give time, patience, encouragement, choices and opportunity and opportunity Ask students for input - collaborate Ask students for input - collaborate Differentiated instruction, accommodations Differentiated instruction, accommodations and adaptations are the rule, not the exception and adaptations are the rule, not the exception Assess yourself - ALWAYS! Assess yourself - ALWAYS! Teachers make the difference! Teachers make the difference!

39. Wanted: Bright, creative, positive teachers who continually re-examine their beliefs about teaching and learning, who keep pace with new knowledge and who refine their strategies and approaches based on what they learn from experiences and research.

40. Personal and Professional Development  Read novels  Call/email an old friend  Travel  Exercise (physical and social conscience)  Go to school  Read research  Go to a conference  Take time for you Information for the presentation has been based on materials by Shalaway 1998; Friend & Bursuck 1999; and the Center for School & Community Integration, Indiana University; http://www.orclish.org/5_disability_res/autism_pdf/5curriculum.pdf