Children Needing Accomodations Adaptations and Accommodations: No Excuses

Adaptations and accommodations:

How it might impact you in your current or future career as a teacher

When dealing with students with disabilities, it is important not to assume that their condition poses substantial limitations upon their ability to lead a 'normal' life. Many persons with disabilities are able to cope with the demands of life extremely well, even if they live in a society which assumes a certain kind of able-bodiedness. A teacher should not assume that a student without the full use of his or her arms cannot complete a lab assignment or that a student without legs cannot fully participate in a school play. "Keep your expectations of the physically handicapped child high. This child is capable of achieving" (Watson, 2013, Physically handicapped students).

However, at times, the teacher may need to be mindful of certain adaptations...

For example, if visiting a museum, the teacher may need to check beforehand to make sure there are ramps for a child with a wheelchair, or that there are tactile and audio components to an exhibit for a child with limited vision. Teachers must also ensure that when physical activities are incorporated into the classroom, the student can be fully included. Physical activity is an important part of a student's IEP, just as much as academic tasks. "The Individuals with Disabilities Education Act (IDEA), Public Law 108-466 (2004), states that physical education is a required service for children and youth between the ages of 3-21 who qualify for special education services because of a specific disability or developmental delay" (Watson, 2013, How to integrate the special needs student into physical education).
When planning activities for the classroom, the…