Type in an accommodation from the selected category that would likely support the student in meeting his or her learning goal.ĭavid, a middle school student with a health impairment, is highly motivated and excels academically.Choose one accommodation category (presentation, response, setting, and timing and scheduling) that would best address each student’s barrier and learning goal.Instructional strategy or intervention (e.g., a time-management strategy)Įach of the following scenarios introduces a student with a disability and identifies his or her related challenge. How can teachers tell the difference between the two when they plan instruction for an individual student? As outlined in the table below, one key difference is the purpose for which each is used.Īdaptation or change in practices or educational environments (e.g., changes to how time is organized) Timeline or checklist for completing assignmentĪs was the case for other categories of accommodations, some of the accommodations in the table above-for example, timelines-are also instructional strategies or interventions.Schedule change (e.g., morning when student is more alert or less fatigued beginning of the week instead of end of the week)Ĭompleting work on time because assistive technology or other equipment requires more time.Stamina (i.e., fatigues easily, reduced energy due to medication or medical condition) Progress bars on online quizzes and tests.Device or timer to signal end of breaks.
Break large assignments into smaller tasks.Multiple sessions to complete tests or activities.Extended time to complete task (generally 1.5 to 2 times the amount of time typically permitted).The table below provides examples, though not an exhaustive list, of timing and scheduling accommodations that address common barriers or challenges students experience when they access or demonstrate learning. Do not change what the student is required to learn.Do not reduce the requirements of the task.Do not change the expectations for learning.As with the other categories, keep in mind that timing and scheduling accommodations: Timing and scheduling accommodations provide support that allows students with disabilities to access the same instructional opportunities as students without disabilities. These adjustments often reduce students’ frustration and fatigue, thereby allowing them the opportunity to access and demonstrate their learning. These changes can include giving a student more time to complete a test or assignment, breaking a long assignment into smaller pieces or chunks, and allowing the student to receive instruction or take a test during a particular time of day. Timing and scheduling accommodations allow for changes to how time is organized. What types of accommodations are commonly used for students with disabilities? : Timing and Scheduling Accommodations
0 kommentar(er)
