Curricular Accommodations Tips

Curricular Accommodations Tips by Gabriela Portuguez

                                  Adapted from:

COLLABORATIVE TEACHING:

SPECIAL EDUCATION FOR INCLUSIVE CLASSROOMS
Price, Mayfield, McFadden, and Marsh
Copyright © 2000-2001 Parrot Publishing, L.L.C

Schools are expected to adjust for differences of students with disabilities by changing factors in the school environment that may not favor the students' progress. The terms "modification" and "accommodation" and "adaptation" have been used interchangeably in the literature to refer to adjustment of the facilities, curriculum, and instruction relating to the education of students with disabilities. Accommodation has been used in court cases to refer to adjustments in the instruction of students with disabilities. Accommodation refers to approaches whereby the learning environment of the student, either some of the elements of the total environment, is modified to promote learning. The focus is on changing the learning environment or the academic requirements so that the students may learn in spite of a fundamental weakness or deficiency. Accommodation may involve the use of modified instructional techniques, more flexible administrative practices, modified academic requirements, or any compensatory activity that emphasizes the use of stronger, more intact capabilities or that provides modified or alternative educational processes and/or goals.
Some Recommendations for Different Disabilities

Attention Deficit/Hyperactivity Disorder (AD/HD)

The student may respond best in a structured, predictable environment, and clear rules and expectations are important, with consistency and known consequences. Structure and routines cultivates an environment that encourages the child to control his or her behavior and succeed at learning. Adaptations which might be helpful (but will not cure AD/HD) include:

• posting daily schedules and assignments
• calling attention to schedule changes
• setting specific times for specific tasks
• designing a quiet work space for use upon request
• providing regularly scheduled and frequent breaks
• using computerized learning activities
• teaching organization and study skills
• supplementing verbal instructions with visual instructions
• modifying test delivery

Autism

NICHCY notes that the classroom environment should be structured so that the program is consistent and predictable. Students learn more efficiently when information is presented visually as well as verbally. For carryover, similar programs should be developed for the home and the school.

Cerebral Palsy

Technological innovations have been developed in the areas of speech and communication, self-care, and adapting living arrangements and work sites. Activities for children with cerebral palsy recommended by NICHCY may include:

• speech and language therapy;
• occupational therapy;
• physical therapy;
• medical intervention;
• family support services;
• early education; and
• assistive technology.

Hearing loss or deafness

Recommendations by NICHCY may include:

• regular speech, language, and auditory training from a specialist;
• amplification systems;
• services of an interpreter for those students who use manual communication;
• favorable seating in the class to facilitate speechreading;
• captioned films/videos;
• assistance of a notetaker, who takes notes for the student with a hearing loss, so that the student can fully attend to instruction;
• instruction for the teacher and peers in alternate communication methods, such as sign language; and counseling.

Children who are deaf or have severe hearing loss may use visible communication modes (such as sign language, fingerspelling, and Cued Speech) and/or amplification and aural/oral training can help reduce this language delay. There are distinct differences in approaches taken by professionals, so it is critical that parents be involved in deciding the types of interventions used.

Down Syndrome

NICHCY recommends that schools offer parents special instruction in teaching their child language, cognitive, self-help, and social skills, and specific exercises for gross and fine motor development. It is also advised that there can be wide variation in the mental abilities, behavior, and developmental progress in of students with Down syndrome. Their level of retardation may range from mild to severe, with the majority functioning in the mild to moderate range. Due to these individual differences, it is impossible to predict future achievements of children with Down syndrome.

Serious Emotional Disturbance

According to NICHCY, behavior modification is most widely used to help children with serious emotional disturbance, but there are other techniques that are also successful and may be used in conjunction with behavior modification, such as Life Space Intervention and Conflict Resolution. In some cases, too, depending on the condition, physicians may employ some medication therapy. The IEP may also include psychological or counseling services. It is also pointed out by NICHCY that there is growing recognition that families, as well as their children, need support, respite care, intensive case management services, and a multi-agency treatment plan.

Epilepsy

Depending on the type of seizure or how often they occur, some children may need additional assistance to help them keep up with classmates. Assistance can include adaptations in classroom instruction, first aid instruction on seizure management to the student's teachers, and counseling, all of which should be written in the IEP.

School personnel and the family should work together to monitor the effectiveness of medication as well as any side effects. Children and youth with epilepsy must also deal with the psychological and social aspects of the condition.

Learning Disabilities

According to NICHCY, the following strategies have been effective with some students who have learning disabilities:

• 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 of time to grow and mature.

Mental retardation

According to NICHCY, in teaching persons with mental retardation, it is important to:

• Use concrete materials that are interesting, age-appropriate, and relevant to the students;
• Present information and instructions in small, sequential steps and review each step frequently;
• Provide prompt and consistent feedback;
• Teach these children, whenever possible, in the same school they would attend if they did not have mental retardation;
• Teach tasks or skills that students will use frequently, in such a way that students can apply the tasks or skills in settings outside of school; and
• Remember that tasks that many people learn without instruction may need to be structured, or broken down into small steps or segments, with each step being carefully taught.

Severe and/or multiple disabilities

According to NICHCY, classroom arrangements must take into consideration students' needs for medications, special diets, or special equipment. Adaptive aids and equipment may include: wheelchairs, typewriters, headsticks (head gear), clamps, modified handles on cups and silverware, and communication boards. Computerized communication equipment and specially built vocational equipment also play important roles in adapting working environments for people with serious movement limitations. Integration with nondisabled peers is another important component of the educational setting. Attending the same school and participating in the same activities as their nondisabled peers is crucial to the development of social skills and friendships for people with severe disabilities. Integration also benefits nondisabled peers and professionals through positive attitude change.

Spina Bifida

Successful integration of a child with spina bifida may only depend upon some specific concerns about mobility, addition of certain kinds of equipment, and concern about catheterization. Many children are able to do this for themselves. Otherwise, the educational needs of a child with spina bifida may be no different than those of most pupils.

Traumatic Brain Injury

According to NICHCY, to work constructively with students with TBI, educators may need to:

• Provide repetition and consistency;
• Demonstrate new tasks, state instructions, and provide examples to illustrate ideas and concepts;
• Avoid figurative language;
• Reinforce lengthening periods of attention to appropriate tasks;
• Probe skill acquisition frequently and provide repeated practice;
• Teach compensatory strategies for increasing memory;
• Be prepared for students' reduced stamina, and provide rest breaks as needed; and
• Keep the environment as distraction-free as possible.
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