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THIS IS THE BEGINNING OF A THREAD FOR THOSE WHO WOULD LIKE TO SHARE ACCOMMODATIONS THAT OUR KIDS HAVE USED ON THEIR IEP. OF COURSE, EACH IEP IS INDIVIDUALIZED....BUT THIS JUST GIVES US MORE FAMILIARITY OF WHAT HAS BEEN USED. WHEN LISTING.....JUST LIST THE GRADE LEVEL THE CHILD WAS IN.
BELOW IS INFORMATION ABOUT WHAT AN ACCOMMODATION IS...........
Accommodations are intended to lessen the effects of a student’s disability; they are not intended to reduce learning expectations. Accommodations do not change or alter what is being measured and are considered changes in the way a test (assessment) is given or taken.
Ideally, accommodations should be the same or similar across classroom instruction, classroom tests and state/district tests. However, it is important to note that some accommodations are only for instruction and cannot be used on state/district assessments.
Standard accommodations are those allowed for both testing and instruction that do not change the skill that is being tested. A non-standard accommodation is one that will change the nature of the task, or target skill.
Presentation Accommodations allow students to access information in ways that do not require them to visually read standard print. These alternate modes of access are auditory, multi-sensory, tactile and visual.
Response Accommodations allow students to complete activities, assignments and tests in different ways to solve or organize problems using some type of assistive device or organizer.
Timing/Scheduling Accommodations increase the allowable length of time to complete a test or assignment and may also change the way the time is organized.
Setting Accommodations change the location in which a test or assignment is given or the conditions of the assessment setting. |
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1ST GRADE:
A communication log will be kept on Isaiah to help with communication between home and school. Parents will be notified via his "School -Home Connection Plan" if/when pull-out occurs.
A schedule board will be used to give Isaiah advanced warning when transitioning is going to take place.
All tests, except for reading, may be read to Isaiah, or he may use a Whisper Phone to read aloud to himself.
Allow regular sensory breaks as needed.
Clearly define classroom expectations.
Clearly define limits and classroom rules.
Directions may need to be simplified of reworded.
Exams may be enlarged by the LD teacher as necessary provided that she receives them at least one week in advance.
In order to provide a safe environment for Isaiah, there will be a second adult assigned to his regular classroom. He is currently participating in Project Lifesaver. All adults working with Isaiah will be educated about the program.
Isaiah and his teachers will participate in transitioning activities before school begins in August.
Isaiah is on a Gluten and Casein Free diet. His snacks and meals will be provided by his parents. His dietary needs will be posted and/or given to each individual that works with Isaiah to prevent infractions of the diet.
isaiah should read aloud reading tests to ensure that he stays focused and on task.
Reinforce appropriate behavior and academic achievement.
Supervise transition activities.
Tests may be taken in the resource room as needed.
The Regular Ed and/or LD teacher may segment assignments into smaller chunks as necessary.
The regular teacher will reduce writing and coloring requirements for Isaiah. Use an alternative method to assess understanding of material.
The teacher/staff will be educated as needed to implement sensory interventions such as Brushing or sensory breaks.
To increase participation with sensory interventions, whenever possible, the same sensory interventions will be available, and/or shared by the children at his table and/or in his classroom.
Use behavior modification techniques and/or social stories to eliminate unwanted behaviors. Reinforcement should occur soon after the desired behavior.
isaiah may take any state or district assessment in a small group situation to reduce distractions.
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9th GRADE
Tiffany may be provided a copy of notes, if appropriate for oral lectures.
Tiffany may have tests read orally and directions clarified, as needed, with the exception of the reading test.
Tiffany may test in small group as, needed.
Tiffany may use a calculator.
Tiffany may use a spell checker.
Tiffany should be allowed extra time for tests and assignments, as needed, up to an additional 50%.
Tiffany should be seated away from doors and windows.
Tiffany will be given an extra set of text books to keep at home.
(In high school, and at the request of my child....as needed was added to give her the choice of whether or not she felt she needed the accommodation.....I did this to strengthen her knowledge to find out what help her.....by her....self-determination.)
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| | From:  Dabzee | Sent: 8/17/2007 1:34 PM |
????? Ok...Now I'm cornfused again... I know Jake has some accomodations...but I'll have to look through his IEP's again...Because I don't think theres an "actual" page with all things listed..I think they are "thrown in" into differnt pages of his goals in his IEP..?? I'm going to have to go through his IEP again. Most of his accomodations are things like... Break Times when needed/ including bathroom breaks Use of Weighted Vest Use of OT room..and swing Walks Sensory Fidgets... Debz~ |
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