• IRIS Center
  • COVID-19 RESOURCES
  • Resources
    • IRIS Resource Locator
      Modules, case studies, activities, & more
    • Evidence-Based Practice Summaries
      Research annotations
    • High-Leverage Practices
      IRIS resources on HLPs
    • IRIS Alignment Tools
      HLPs, SiMRs, & CEEDAR ICs
    • Films
      Portrayals of people with disabilities
    • Children's Books
      Portrayals of people with disabilities
    • For Faculty
      Sample syllabi, curriculum matrices, & more
    • For PD Providers
      Sample PD activities, planning forms, & more
    • For Independent Learners
      Resources & tools for independent learners
    • Website Navigation Videos
      Getting around our Website & modules
    • New & Coming Soon
      Latest modules & resources
    • Glossary
      Disability related terms
  • PD Options
    • PD Certificates for Educators
      Our certificate, your PD hours
    • School & District Platform
      A powerful tool for school leaders
    • Log in to Your IRIS PD
    • Micro-credentials
      Short. Focused. Intense.
  • Articles & Reports
    • Articles
      Articles about IRIS use & efficacy
    • Internal IRIS Reports
      Reports on IRIS use & accomplishments
    • External Evaluation Reports
      Evaluations of the IRIS Center
    • Learner Outcomes
      Summaries of module effectiveness
    • Consumer Satisfaction
      Feedback and testimonials from IRIS users
    • IRIS Stories
      Our resources, your stories
    • News & Events
      What, when, & where it's happening
  • About
    • Who We Are
      Our team, experts, & advisors
    • What We Do
      Our resources & process
    • Contact Us
      Get in touch with IRIS
  • Help
    • Help & Support
      Get the full benefit from our resources
    • Website Navigation Videos
      Getting around our Website & modules
  • AAA
  • Module
  • Challenge
  • Initial Thoughts
  • Perspectives & Resources
  • Wrap Up
  • Assessment
Challenge
Initial Thoughts
Perspectives & Resources

What should teachers know about accommodations for students with disabilities?

  • Page 1: Accommodations
  • Page 2: Practices Confused with Accommodations

What types of accommodations are commonly used for students with disabilities?

  • Page 3: Instructional Versus Testing Accommodations
  • Page 4: Selecting an Accommodation
  • Page 5: Presentation Accommodations
  • Page 6: Response Accommodations
  • Page 7: Setting Accommodations
  • Page 8: Timing and Scheduling Accommodations

What are the teacher’s responsibilities for students with disabilities who use accommodations?

  • Page 9: Implementing an Accommodation
  • Page 10: Evaluating Effectiveness

Resources

  • Page 11: References & Additional Resources
  • Page 12: Credits
Wrap Up
Assessment
We want to hear from you. Please complete our brief Module Feedback Form.

Accommodations: Instructional and Testing Supports for Students with Disabilities

Challenge

View the movie below and then proceed to the Initial Thoughts section (time: 1:36).

/wp-content/uploads/module_media/acc_media/movies/acc_chall.mp4

View Transcript | View Transcript with Images (PDF)

Transcript: Challenge

Ms. Potter, a first-year teacher, is having an eventful school year. She was hired by Hamilton Middle School two-weeks after the start of the semester to take over for a 6th-grade teacher who has gone on extended leave. Now Ms. Potter is having to adjust quickly to a new school and unfamiliar students.

They’re a diverse group with a wide range of ability levels, though one of them—Liam, who has low vision—has suddenly become the focus of her attention. When Ms. Potter first began, the special education coordinator went over the contents of Liam’s IEP, and explained that she needs to provide preferential seating and copies of presentation slides to address Liam’s needs.

A few weeks later, the special education coordinator stops by to see how Liam is doing. Ms. Potter expresses concern that Liam is not finishing science reading assignments in class in the allotted time, although he reads at grade level. She wonders what she can do to help Liam be more successful in her class.

Here’s your Challenge:

What should teachers know about accommodations for students with disabilities?

What types of accommodations are commonly used for students with disabilities?

And…

What are the teacher’s responsibilities for students with disabilities who use accommodations?

Print Friendly, PDF & Email
Back Next
Join Our E-Newsletter Sign Up
  • Home
  • About IRIS
  • Our Values
  • Sitemap
  • Web Accessibility
  • Glossary
  • Terms of Use
  • Contact Us
Join Our E-Newsletter Sign Up

The IRIS Center Peabody College Vanderbilt University Nashville, TN 37203 iris@vanderbilt.edu. The IRIS Center is funded through a cooperative agreement with the U.S. Department of Education, Office of Special Education Programs (OSEP) Grant #H325E170001. The contents of this Website do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Sarah Allen.

Copyright 2021 Vanderbilt University. All rights reserved.

* For refund and privacy policy information visit our Help & Support page.

Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

  • Vanderbilt Peabody College