Adaptations and Accommodations No Excuses

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 and accommodations which are necessary for the student, so the student can engage in everyday classroom life. 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 teacher must see the assignment through the 'eyes' of all of the children, including children who may need special accommodations. Without limiting the child, the teacher may need to include modifications so the student can participate in the assignment. Accommodation means neither ignoring the student's disability nor focusing on the disability to the exclusion of the other qualities -- it means truly honoring the concept of giving the child the least restrictive environment possible in which he or she can flourish, grow, and learn. "The implication of IDEA's laws is basically to integrate all children within instructional and extra class programs and to individualize the instructional strategies and activity areas to support the special needs children. Some activities will have more restrictions than others and some will be less vigorous than others depending on the needs" (Watson, 2013, Physically handicapped students).