Teachers teaching Students with Disabilities

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1 Teachers teaching Students with Disabilities Accommodations and Modifications Developed by Elizabeth Chapa, Lead Educational Diagnostician Special Education Office RGCCISD

2 Classroom Teacher s Questions & Concerns 1. Could I refer a student for special education services? 2. With how much of the IEP should I be familiar? 3. How can I manage accommodations, modifications, and TEKS? 4. What notes and documentation do I need to maintain? 5. When should the regular classroom teacher call an ARD meeting? 6. What is my legal liability in special education? 7. Where can I find an explanation of IDEA regulations? 8. What does inclusion mean to me?

3 Could I refer a student for special education services? Teachers can and should refer students with suspected disabilities for assessment to determine if special education services or programs would be necessary for them to progress in the general curriculum. Must follow RTI. Students who should be referred include those suspected of having: cognitive academic social emotional language motor, or visual and auditory impairments

4 How much of the IEP should I be familiar? As a regular classroom teacher, you are required by law to have knowledge regarding the contents of the IEP for each special education student enrolled in your classes, and you are legally obligated to implement any portions of an IEP that apply to you. To successfully meet this obligation, you should read the IEP for each special education student for whom you deliver instruction in order to fully understand the student's education condition, their instructional needs, any specific activities that have been assigned to you and your classroom, and what, if any, accommodations or modifications you should be implementing.

5 How can I manage accommodations, modifications, and TEKS? IDEA requires regular classroom teachers to implement accommodations and modifications as prescribed by the student's IEP. Accommodations enable the student to access the general curriculum and demonstrate his or her knowledge of course-content by making an adjustment to the way the student shows his or her understanding. Accommodations are designed to reduce the impact of the disability and increase the likelihood that the students' performances accurately reflect their knowledge of the academic material. Modifications allow students with significant limitations in their academic skills to participate in the general curriculum by altering the course content, assignments, or assessments. Modifications Do fundamentally alter or lower the standards. Students may not need modifications in all subjects. A student may not be able to do the written language, reading or mathematics work at his/her grade level so may need to be given reading material, math problems, or written material at a lower grade level in order to make progress. Students are given different tests because achievement should not be compared to peers.

6 What impact does an accommodation and/or modification have on a High School Diploma? When thinking about modifications, the IEP team must consider possible long-range impacts of lowering the expectations. Students with a disability who are not challenged to reach the same level of achievement as their nondisabled classmates in elementary or middle school may find that they are not ready for a program that leads to a standard diploma in high school. Requirements for a standard diploma include passing a set of regular education courses, having a C average, and passing the state s graduation test. If a student requires major modifications in the expectations or content of the curriculum, a (Minimum) program may be a good choice. For a (DAP, Recommended or Minimum) diploma, your local school district specifies the required courses. DAP Accommodations (Inclusion or CMC) Recommended----Accommodations (Inclusion or CMC) Minimum Content Modifications (Resource or Basic Classes) Age Out Content Modifications (Self Contained)

7 What notes and documentation do I need to maintain? Regular education teachers working with special education students should document their efforts to implement the student's IEP. As a teacher of a special education student you are required to keep documentation on the accommodations provided. Accommodation/Modifications of Instruction pages. (See Attached) Goals and objectives for the subject you teach. (See Attached) State Assessment (STAAR) and STAAR Accommodations pages. (See Attached) Upon reviewing the IEP, regular classroom teachers should make a list of any goals, accommodations and modifications, behavior intervention plans, and supplementary aids and services that apply to the regular classroom setting. If the student's IEP includes accommodations or modifications of assignments or tests, it is a good idea to keep a copy of those assignments or tests that show the accommodations or modifications that have been made to the original assignments. Likewise, if students in the regular classroom have a behavior intervention plan (BIP), it is a good idea to keep a running record of the interventions that have been made based on the plan.

8 When should the regular classroom teacher call an ARD meeting? Regular classroom teachers should request an ARD meeting whenever there are concerns regarding the content or implementation of the IEP. It is important to note that the IEP is a proposed program that can, and should, be modified if there are questions regarding either the meaning or accuracy of the document. There may be times when implementation of the IEP is hindered by the student's own actions. For example, truancy or refusal by the student to complete homework or participate in required classroom activities are barriers to the implementation of the IEP. It would be appropriate to ask for an ARD meeting to discuss these problems and develop some strategies to improve cooperation and compliance. Furthermore, if the child's behavior in the regular classroom is creating classroom disturbances that interfere with teaching, it would be appropriate to convene an ARD meeting to determine if the current placement is viable.

9 What is my legal liability in special education? Regular classroom teachers employed by a school district will not have liability exposure in special education so long as the duties assigned to them regarding implementation of the IEP are executed in a legal and appropriate manner. Failure to implement the IEP as specified could result in disciplinary action, criminal charges, and civil lawsuits that could result in personal liability exposure. Accommodations, modifications, behavior intervention plans, and supplementary aids and services are examples of IEP items that are typically the responsibility of the regular classroom teacher. IF a parent believes these items have not been implemented, they may file a complaint with the state department of education alleging noncompliance with the IEP. The state department will launch an inquiry and possible investigation. Typically, if the school district is found to be in noncompliance, a corrective action plan will be developed and the matter is resolved. If, however, the parent elects to pursue a due process hearing, one will be held to determine if the district did, in fact, fail to implement the agreed-upon IEP and denied the special education student the entitlement to a "free, appropriate public education" (FAPE). If the hearing officer decides that the school district denied the student FAPE, the district will be required to implement the IEP as written, pay attorney's fees and other costs the parent may have incurred and may be required to pay the cost of compensatory services.

10 Where can I find an explanation of IDEA regulations? Federal regulations can be found at the following web sites: For the complete regulations, visit the Council for Exceptional Children's IDEA Laws and Resources site The Council for Exceptional Children site also offers an alphabetized topical index TEA website Region I

11 What does inclusion mean to me? Federal law requires that a full continuum of placement options be available to each special education student and that placement decisions be made by the IEP Team or ARD committee based on the student's needs. Congress and the courts have affirmed the legal right of children with disabilities to be educated in the least restrictive environment as much as possible. Inclusion students in the general education classroom will have a regular education teacher as well as inclusion teacher. Both teachers are required to work together to meet the needs of the inclusion students. The inclusion teacher and regular education teacher should frequently discuss and assess the progress of the inclusion students. Regular classroom teachers play a vital role in determining the extent to which students with disabilities can be successful in the general curriculum because of their expertise in the curriculum area for which they teach.

12 What is the difference between? Accommodation Modification The terms accommodations, and modifications can be confusing. Let s clarify the meanings.

13 Accommodations Accommodations are adaptations that do not fundamentally change the performance standards, instructional level, or content of what the student is expected to learn. The curricular content and expectations for performance and mastery are the same as for other students in the class or grade.

14 Accommodations are provisions that enable a student to be successful. Schoolwork and homework broken down into small steps Instructions for assignments presented orally and in writing Written assignments read aloud to student Graphic organizers used to present material visually Small group or individual testing assignments Use word processor for writing assignments Additional breaks during class Extended time for assignments, to complete tasks or tests Meet the same performance goals that other students in the classroom or grade level are expected to achieve Extra assistance through Inclusion/CMC

15 Accommodations typically include adaptations or adjustments such as: Change of location (for testing) Extra support or assistance (peer, buddy, cross-age tutor, more small group instruction) Assistance with organization or time management (keeping track of materials, recording assignments, breaking down large assignments) Providing tools or aids to support learning (outlines, graphic organizers, study guides, assistive technology, audio books) Note-taking assistance Preferential seating to enable a student to focus better during class and to receive more direct and frequent prompting, monitoring, and feedback from the teacher Reduction in the length of an assignment Allowing a student to take a large test by doing one page at a time An oral reader for some tests Providing a student with a written set of directions as a backup to orally presented information

16 Examples of Academic Accommodations Low Vision Seating near front of the class Large print handouts, lab signs, and equipment labels TV monitor connected to microscope to enlarge images Class assignments made available in electronic format Computer equipped to enlarge screen characters and images Blindness Audio taped, Brailed or electronic-formatted lecture notes, handouts, and texts Verbal descriptions of visual aids Raised-line drawings and tactile models of graphic materials Braille lab signs and equipment labels, auditory lab warning signals Adaptive lab equipment (e.g., talking thermometers, calculators, light probes, and tactile timers) Computer with optical character reader, speech output, Braille screen display, and printer output Hearing Impairment Interpreter, real-time captioning, FM system Note taker Visual aids Written assignments, lab instructions, summaries, notes Use of for class and private discussions Visual warning system for lab emergencies

17 Adaptations Adaptations are any adjustments in the curriculum, instructional components, environmental elements, or requirements or expectations of the student. Adaptations are part of what teachers do to meet the needs of diverse learners. A good teacher attempts to differentiate instruction and make adjustments to enable all students to succeed. The purpose of adaptations is to increase a student s academic achievement and social, emotional, and behavioral functioning. Adaptations in the general education curriculum, intended in federal laws to protect the rights of students with disabilities (IDEA and Section 504), are changes permissible to allow the student equal opportunity to access, results, and benefits in the least restrictive setting.

18 Adaptations may involve adjustments or changes in the following areas: Materials Methods Teaching strategies Pacing Environment Assignments Task demands Grading Testing or evaluation Feedback Lesson presentation Student demonstration of understanding or mastery of content Student response opportunities Location Scheduling Level of support Degree of participation Time allotted Size or quantity of task or assignment Adaptations include accommodations and modifications Reinforcement

19 Modifications Modifications are adaptations that do alter or change in some way what the student is learning (the content or part of the curriculum). They also change to some degree the performance standards the expectations for that student compared with what is required of his or her peers in the same classroom or grade. Examples of modifications include: Homework assignments reduced Focus on vocational skills curriculum Passage chunking Shortened assignments

20 More Examples of modifications include: Giving a student a different or alternative assignment. For example, a student may be assigned to write a single paragraph on a topic and draw an illustration rather than write a five-paragraph essay. Working with instructional materials at a lower grade level. Using a reading anthology from a lower grade level rather than a gradelevel text when the class is doing a unit on comparing short stories. Providing the student with a partially filled-in graphic organizer for a science lab experiment rather than the blank one used by their classmates. Reducing the number of words that a child needs to learn for a spelling test or testing him/her on different words. Providing an alternate form of a test; such as, STAAR Modified Allowing students to have a modified class schedule; such as, Resource or Basic classes. For example, in middle school or high school they might be given an extra elective (vocational class) or not be required to take two years of foreign language.

21 Be Aware For students with disabilities, necessary accommodations and modifications are educational rights, not favors granted by teachers or school staff. It is generally recommended that accommodations be tried whenever possible before more significant modifications in curriculum or work expectations are made. Many students with disabilities require both accommodations and modifications. For example, students with significant reading disabilities need to build reading competency through instruction and materials at an appropriate level in order to strengthen and practice skills, as well as compensatory methods, tools, and supports to enable them to access grade-level curriculum.

22 How do I determine what Accommodations and/or Modifications are needed by the Student: Determining necessary accommodations should be part of the development of each IEP or 504 Plan. That is why, regular education teacher input before and/or during an ARD is very important. You are helping to write the student s IEP.

23 Identify Student Characteristics and Needs: STRENGTH: These questions should be considered in the selection process: What can the student already do? What are the student s learning strengths and needs? What are the learning patterns? How can these be maximized? Check IEP, ask parent for input

24 Identify Student Characteristics and Needs: CHALLENGES: These questions should be considered in the selection process: What does the student have difficulty doing? What does the student dislike? What are the learning challenges? What factors most interfere with student learning? How can these be minimized? Check IEP, ask parent for input

25 Useful Teaching Techniques Below you will find examples of teaching techniques in the classroom, laboratory, examinations, and fieldwork that benefit all students, but are especially useful for students who have disabilities. Classroom Select course materials early so that students and the campus disabled student services office staff have enough time to translate them to audiotape, Braille, and large print. Make syllabi, short assignment sheets, and reading lists available in electronic format (e.g., CD, , online). Design course web pages to be accessible to students with disabilities. For further information, refer to Face the class when speaking. Repeat discussion questions. Write key phrases and lecture outlines on the blackboard or overhead projector. Laboratory Take the student on a tour of the lab she or he will be working in. Discuss safety concerns. Assign group lab projects in which all students contribute according to their abilities. Arrange lab equipment so that it is accessible to and visible by everyone. Give oral and written lab instructions. Examination and Fieldwork Ensure that exams test the essential skills or knowledge needed for the course or field of study. Some students will require extra time to transcribe or process test questions. Follow campus policies regarding extra time on examinations. Consider allowing students to turn in exams via or CD. Attempt to include student in fieldwork opportunities, rather than automatically suggesting non-fieldwork alternatives. Ask students how they might be able to do specific aspects of fieldwork. Include special needs in requests for field trip vehicle reservations.

26 Ways to Adapt Instructional Material 1. Simplify required student responses 2. Shorten assignments and tasks 3. Try bigger or closer materials 4. Put prompts on the material 5. Add color to focus student attention 6. Use pictures and graphics 7. Mask part of the work 8. Use the material for a different purpose

27 Simplifying Student Responses: EXAMPLES: Change four choices into two Change fill-in to true/false Change multiple choice to true/false Simplify matching Substitute pictures for words

28 Shortening the Task Do the first five examples Do only one type of problem Do three, then choose one of the next three to do at a time Select key words adapted with simple terminology Do only items related to IEP goals

29 Trying Bigger or Close Material Enlarged materials can be easier to read and less intimidating to students. Big Near-point work is easier for many students than far point work. Close

30 Putting Prompts on Materials Simple prompts on materials can help student succeed Example: star at the starting point Example: arrow to indicate direction Example: green mark to keep going Bullets Stars Arrows Green highlights

31 Use key words, directions, potential trouble spots Adding Color Use to indicate which part of an assignment a student should do Hint: avoid adding too much color

32 Using Pictures and Graphics Graphic organizers can help students organize and remember what they have learned Explore Study Science

33 Masking Part of the Work Purpose: to help focus student attention Example: work window Example: folding Example: cutting Work Window The boys were gone. Folding or Cutting

34 Using the Same Materials with a Different Goal Think about the student need and classroom instruction Identify how to use the material to meet need and accomplish task Examples Circle letters/numbers instead of reading/computing Perform a simpler math operation Use materials for practice only Your examples? Adapt material as needed

35 All learners are welcome at our schools Learn about your students Develop skills for addressing their needs Enable them to achieve success