Classroom Accommodations for Students with Disabilities: Do I have to and if so, how??

Format

Individual Presentation

First Presenter's Institution

William J Clark Middle School, Orangeburg County School District

First Presenter’s Email Address

pamela.mack@ocsdsc.org

First Presenter's Brief Biography

I am from Orangeburg, South Carolina. I have been in education for 15 years as a Resource teacher. I have taught in both middle and high school sectors. I have a Bachelor of Science in Special Education- Learning Disabilities from South Carolina State University and a Master's Degree in Secondary Educational Administration from Southern Wesleyan University. I am the mother of two beautiful girls, Mikayla and Mackenzie, and the wife of Charles Mack.

Location

Session Two Breakouts (Ballroom B)

Strand #1

Head: Academic Achievement & Leadership

Strand #2

Heart: Social & Emotional Skills

Relevance

My proposal falls in the strand of the head because it focuses on accommodations that can be used to help close the achievement gap in students with disabilities when compared to their non-disabled peers.

Brief Program Description

Have you ever wondered why you have to administer accommodations in the general education classroom to students with disabilities or better yet, how to administer those accommodations? Well, this presentation explains the purpose and need for classroom accommodations and I will also show that they do not have to be a headache to administer.

Summary

According to Conover and VanSciver (2009), research has shown inconsistency in teachers’ knowledge and assignment of accommodations. Classroom accommodations are crucial when it comes to dealing with students with disabilities. Whether the student has a 504 plan or an Individualized Education Plan (IEP), accommodations are critical in helping them to access the general education curriculum. For the most appropriate and specific accommodations to be designated for the student, standard means of tracking students’ needs are crucial when making decisions for students with identified academic deficits. This entails making sure teacher observations are done of the individual student and that progress monitoring is completed. Consistent data tracking aids in the most appropriate accommodations being chosen for the students which leads to a better chance of the student assessing the general education curriculum at their level. Take for example a student who has a disability diagnosis of ADHD. This student has difficulties focusing while in the classroom. This student’s inability to focus is also causing them not to be able to complete the classroom assignments, they are not receiving the notes as they should, and they are failing. How do you help this student? First, we need to begin observations of this student to find out the when, what, and how that will help this student. When does the non-focusing take place? What happens when they are no focusing and how can use what we already know to help this student? Based on the information from the observations, this student would, first, benefit from preferential seating. This accommodation allows the student to be in close proximity to the teacher in order to be refocused without causing much attention or disrupting the class. Next, this student may also benefit from having a peer buddy. A peer buddy may help to keep the student focused and it will also help to ensure the assignments are completed and they receive the notes for the day. This presentation will leave the attendees with a plethora of information that they will be able to take back to their home schools or places of work and use.

Evidence

According to Beech (2010), Accommodations are changes that can be made in the way the student accesses information and demonstrates performance.

Beech, M. (2010). Accommodations: Assisting students with disabilities. Bureau of Exceptional Education and Student Services, Florida Department of Education. Retrieved from https://files.eric.ed.gov/fulltext/ED565777.pdf

Beech, M., Dixon, S., & McKay, J. (2013). Selecting accommodations: Guidance for individual educational plan teams. Bureau of Exceptional Education and Student Services, Florida Department of Education. Retrieved from http://www.fldoe.org/core/fileparse.php/7690/urlt/0070064-selectingaccommodations.pdf

Lee, A. M. I. (n.d.). Accommodations: What they are and how they work. Retrieved from https://www.understood.org/en/learning-attention-issues/treatments-approaches/educational-strategies/accommodations-what-they-are-and-how-they-work

Lee, A. M. I. (n.d.). Instructional intervention: What you need to know. Retrieved from https://www.understood.org/en/learning-attention-issues/treatments-approaches/educational-strategies/instructional-intervention-what-you-need-to-know

Learning Objective 1

Participants will be able to recognize the need for classroom accommodations for students with disabiulities.

Learning Objective 2

Participants will be able to use the information given in their educational setting.

Learning Objective 3

Participants will be able to receive an overview of various classroom accommodations and methods to use for the accommodations.

Presentation Year

2023

Start Date

3-6-2023 1:00 PM

End Date

3-6-2023 2:15 PM

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Mar 6th, 1:00 PM Mar 6th, 2:15 PM

Classroom Accommodations for Students with Disabilities: Do I have to and if so, how??

Session Two Breakouts (Ballroom B)

Have you ever wondered why you have to administer accommodations in the general education classroom to students with disabilities or better yet, how to administer those accommodations? Well, this presentation explains the purpose and need for classroom accommodations and I will also show that they do not have to be a headache to administer.