Classroom Accommodations: They’re not just for special education!

By Paula Lempert

When you hear the term accommodation, do you automatically think of special education?  If so, you are not alone.  Many general educators think that making an accommodation for a student can only be done if they have an Individualized Education Plan, or IEP.  We can, however, accommodate for any student.  It is modifications to the general education program that are typically reserved for students with IEPs.

Let’s take a quick look at the differences between accommodations and modifications.  An accommodation only changes how a student accesses the curriculum and demonstrates mastery.  This accommodation or change does not alter the instructional level, content, standards, or performance criteria.  As the content area expert and the one who truly knows your students best, you will want to accommodate to provide each and every learner equal access to the curriculum.  Accommodating offers your learners equal opportunity to demonstrate learning and likewise mastery because we know that everyone learns differently.  And, it’s just good teaching!

A modification changes what is taught and learned.  Since the majority of learners are in the general education program and are working toward a standards-based high school diploma, you cannot modify what they are required to learn.   Modifications are generally reserved for a small percentage of students in special education who have IEPs and are not earning a standard’s based high school diploma.  Their curriculum can be modified to change the instructional level, content, and/or the performance criteria.  The purpose for modifications is to provide opportunities for all of these students to participate meaningfully and productively. 

Let’s think of accommodations as access.  If a student can access what you are teaching, they will learn.  If they are able to meet the performance criteria, they can show mastery.  You can change how you present and how they respond.  You can change the instructional strategies and materials you use.  Time and scheduling are also important aspects of accommodating for your students, along with the learning environment, equipment, and the physical space.

Ways to use accommodations

For example, instead of standing at the front of the class and writing notes on the board for all students to jot down, perhaps you can pass out an outline of the lesson topics and ideas.  Perhaps for some of your students the outline already includes some of the more important points that you want them to know, but because they may be more visual than auditory they might miss some of the information you’ve provided them only orally.

Other examples include using large-print texts, additional time (unless you are only interested in how quickly they can recall the information), peer support & tutoring, note-taking assistance (for students who are less aurally proficient), providing highlighted instructions (helps focus attention), providing graph paper in math (the lines really provide some kiddos with structure and order), using rubrics (teacher or student created!), and a wide variety of graphic organizers. 

Assessment ideas

Don’t forget formative and summative assessment!  When checking for understanding, proficiency and/or mastery, you have many options.  You can give an oral exam.  You can ask them to write.  They can be permitted to dictate their responses to someone.  They can teach the concept to another student.  You know your students’ strengths best, so let your creativity run amok!

Putting these strategies to work

Additional examples of accommodations include:

• Environment and physical space:
• Preferential seating near natural light
• Darkened overhead space with only desk top light
• Study carrel
• Alternative seating options such as large floor pillows, bean bag chairs, couch, big comfy chair, etc.
• Seating near back of room so movements and need to get up won’t disturb others
• Seating near teacher or peer tutor for easy access and focus
• Larger work area
• Have learning materials readily available (pencils, paper, calculator, rulers, etc)
• Classroom expectations/rules clearly posted and communicated
  
• Input/Presentation/Teaching:
• Make eye contact
• Stand/sit near student 
• Simplify complex instructions and concepts
• Utilize reflective listening
• Chunk information – reduce input to avoid overload
• Preview key vocabulary
• Assess for pre-requisite skills
• Back-map teaching and learning objectives
• Visual support (highlighting, outlines, graphic organizers, posters, etc.)
• Auditory support (read aloud, peer reader, taped lessons, etc)
• Provide wait time
• Additional opportunities for review and practice before assessing
• Make it hands-on whenever possible
  
• Checking for understanding/Learning/Assessing:
• Additional time
• Guidance to begin task (provide ordinal steps to be able to begin)
• Check for understanding often and provide timely and relevant feedback
• Break longer assignments into smaller units or “chunks”
• Provide reading materials at a lower or more appropriate reading level
• Highlight and/or underline key vocabulary and concepts in the text
• Allow reference materials
• Provide models of finished products (great for clarifying expectations!)
• Provide peer tutor
• Allow for oral responses vs. written on assessments
• Assess one skill at a time
• Provide study questions, guides, review, etc.

Paula Lempert is an Itinerant Specialist for SIATech charter schools.