Accommodations: Instructional and Testing Supports for Students with Disabilities
Take some time now to answer the following questions. Please note that the IRIS Center does not collect your Assessment responses. If this is a course assignment, you should turn them in to your professor using whatever method he or she requires. If you have trouble answering any of the questions, go back and review the Perspectives & Resources pages in this Module.
- What are accommodations? How do they differ from modifications?
- A student’s accommodations might differ from one setting to another. Explain why this might be the case and offer an example.
- Name at least three accommodations categories. For each, give an example of an accommodation and describe how it could support a student with a disability.
- Mrs. Watkins, a sixth-grade science teacher, typically lectures using PowerPoint while students take notes. She assigns her students to read and answer questions from the textbook, and requires them to conduct lab experiments by following written procedures. She assesses her students using written tests. A student in her classroom has a learning disability and reads at a third-grade level. Based on what you know about Mrs. Watkins class:
- List at least three areas where this student might experience difficulty in her classroom.
- Suggest at least four types of information that Mrs. Watkins can share in an upcoming IEP meeting to help identify appropriate accommodations.
- List at least two presentation accommodations and two response accommodations the IEP team might identify for the student. Explain how these accommodations might help.
- Based on the presentation and responses accommodations recommended above, what tips might be helpful for Mrs. Watkins to maximize her student’s success?