Special Education and Inclusion: Accommodations

Special Education and Inclusion: Accommodations and Modifications in the Classroom This work examines the modification and accommodations for special education student in an inclusive classroom. Review of the literature in this subject area reveals that modifications and accommodations are of a various and sundry nature and that the medications and accommodations must be provisioned by several levels of the educational system and not be the teacher alone.

Some modifications and accommodations are administrative responsibilities while others are curricular in nature and yet others are within the control of the teacher alone. The teacher who is creative will be the teacher most likely to make this provision most fully. Modifications and accommodations are best provisioned when individualized for each student. SPECIAL EDUCATION and INCLUSION: ACCOMMODATIONS and MODIFICATIONS in the CLASSROOM OBJECTIVE The objective of this work is to examine the accommodations and modifications needed in the classroom for inclusion of special education students.

INTRODUCTION The work of Jane Williams, Ph.D.

entitled: "Adaptations & Accommodations for Students with Disabilities" states: "...for many students with disabilities - and for many without - the key to success in the classroom lies in having appropriate adaptations, accommodations and modifications made to the instruction and other classroom activities."(Williams, 2001) Williams relates that some adaptations are as simple as changing the seating for a student that is easily distracted to changing the way "that a material is presented." (Williams, 2001) Adaptations should be "individualized for students" (Williams, 2001) and should be based upon the students' "needs...personal learning styles and interests." (Williams, 2001) I.

STRATEGIES for ACCOMMODATIONS and MODIFICATIONS The work of Price, Mayfield, McFadden and Marsh entitled: "Collaborative Teaching: Special Education for Inclusive Classrooms" in Chapter 6: Accommodations and Strategies" states that there are many 'accommodations' that can be made for the special education student which include the following: Accessible classroom/location/furniture; Advance notice of assignments; Alternative ways of completing assignments (e.g., oral presentation vs.

written paper) Assistive computer technology; Assistive listening devices; Auxiliary aids and services (note takers, lab or library assistants, readers, interpreters); Captions for film and video material; Course or program modifications; Document conversion (alternative print formats: braille, large print, tape, electronic, raised lettering); Test modifications; Study skills and strategies training; Time extensions; and Taped lectures. (Price, Mayfield, McFadden and Marsh, 2001) II. ADMINISTRATIVE RESPONSIBILITIES School administration is responsible for addressing accommodations through "clear and appropriate policies" being communicated to parents, students and teachers.

Accommodations in the area of the facilities itself are required "...under ADA and other laws." (Price, Mayfield, McFadden and Marsh, 2001) the main requirements are stated to be those as follows: 1) Accessible classroom - Includes access to the room by a walkway, ramp, or elevator; 2) Location - Selection of rooms near toilet facilities, the cafeteria, and exits might be an important consideration for some students; and 3) Appropriate furniture - This includes a range of considerations for students, including special desks, tables, standing tables, and others. (Price, Mayfield, McFadden and Marsh, 2001) III.

INSTRUCTIONAL and CURRICULAR VARIATIONS Stated to be necessary as well are "Instructional and Curricular Variations" including those as follows: (1) Advance notice of assignments; (2) Syllabus; (3) Topical Outline; and (4) Study Guides. (Price, Mayfield, McFadden and Marsh, 2001) Assistive devices include: (1) Captions for film and video material; (2) document conversion; (3) assistive computer technology; (4) auxiliary aids and services; (5) Assistive Listening Devices (ALD); and (6) Large Print Magnification. (Price, Mayfield, McFadden and Marsh, 2001) IV.

TEACHER CONTROLLED VARIABLES Price, Mayfield, McFadden and Marsh (2001) list the 'Teacher Controlled Variables' to include the following: (1) General Curriculum Alignment; (2) Adapted Curriculum Alignment; and (3) Functional Curriculum Alignment. Each of these are defined by these authors as follows: General curriculum alignment: "A team might decide that the student can benefit from placement in general education and participate in some or all of the curriculum.

Although the child may receive extra help and remediation, he or she would essentially be evaluated with the same instruments and processes as other children in the class." (Price, Mayfield, McFadden and Marsh, 2001) Adapted curriculum alignment: "At this level, the child's abilities and capabilities may be so discrepant from the peer group in the classroom that substantial alterations are required, such as adapting the curriculum and modifying requirements, expectations, and aspects of the environment.

The child may work in the same curriculum strands as other students in the general education classroom, but at much lower levels in accordance with developmental ability." (Price, Mayfield, McFadden and Marsh, 2001) Functional curriculum alignment: "It may be recognized that the child cannot meet any expectations of the general education curriculum, in which case an entirely different program would be developed to meet the needs determined by the IEP committee.

This might involve different instructional materials, enabling the child to participate in the classroom with peers, and even to work selectively in certain group activities, but the child will be expected to achieve functional goals and objectives." (Price, Mayfield, McFadden and Marsh, 2001) The example provided for 'accommodations' for student with "Learning Disabilities" is stated as follows: Capitalize on the student's strengths; Provide high structure and clear expectations; Use short sentences and a simple vocabulary; Provide opportunities for success in a supportive atmosphere to help build self-esteem; Allow flexibility in classroom procedures (e.g., allowing the use of tape recorders for note-taking and test-taking when students have trouble with written language); Make use of self-correcting materials, which provide immediate feedback without embarrassment; Use computers for drill and practice and teaching word processing; Provide positive reinforcement of appropriate social skills at school and home; and Recognize that students with learning disabilities can greatly benefit from the gift.