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Accommodations for SWD

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Jill A. Aguilar

The document discusses accommodations and modifications for students with disabilities. It defines accommodations as changes to how students learn or are assessed, without altering expectations, while modifications change expectations. Accommodations include things like extra time, audiobooks, or adaptive keyboards. Modifications include exemptions or individualized tasks and expectations. The document provides examples of accommodations for presentation, response, setting, and timing. It emphasizes the IEP team determines needed accommodations based on individual student strengths and needs.

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Central Question ,[object Object]
What, Why and How of Accommodations and Modifications ,[object Object],[object Object],[object Object],[object Object],[object Object]
Definitions ,[object Object],[object Object]
Accommodations ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Modifications ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Strategies ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
IDEA ,[object Object],[object Object],[object Object]
Accommodations in Presentation ,[object Object]
Some examples of accommodations in presentation include: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Response Accommodations ,[object Object]
Response Accommodations Include: ,[object Object],[object Object],[object Object],[object Object],[object Object]
Setting Accommodations ,[object Object]
Not Ideal
A lil better…..
Setting Accommodations Include:  ,[object Object],[object Object],[object Object]
Timing/Scheduling Accommodations ,[object Object],[object Object],[object Object],[object Object]
Making Critical Decisions ,[object Object],[object Object]
IEP Team Determines Accommodations ,[object Object],[object Object],[object Object],[object Object],[object Object]
Student Involvement ,[object Object],[object Object],[object Object]
Monitoring the Impact ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object]

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Accommodations for SWD

Hinweis der Redaktion

  1. Students with visual, hearing, and learning disabilities are much more able to engage in the content when it is presented in a form they can understand
  2. I ’m not really sure what you mean here- -They help students with visual and hearing impairments, physical disabilities, and organizational problems to structure, monitor, or directly put words to paper.
  3. Changing the environment is especially helpful to students who are easily distracted. Changing the environment is especially helpful to students who are easily distracted. Especially helpful for kids who are easily distracted--- give another example
  4. NOTE LLOYD– I changed to “working” so it’s assignments and tests
  5. NOTE– this is a new issue– including them in IEP– keep the focus on their inclusion in decisions about accommodations Involving students in the process of determining goals and respecting their voices about needed accommodations recognizes them as valued participants and can ultimately lead to feelings of increased control and responsibility in their education