Marissa Nio-Terreo

Kim Barnett
4/11/16
Accommodations Script
Kims part in black
Marissas part in blue
Accommodations:
Reasonable accommodations are changes to the way the child learns by making
adjustments to instruction delivery, academic tasks, and/or altering the educational
environment in which learning takes place. Accommodations allow the child to work
around the academic barriers they face as a result of their disability.
Accommodations are not selected based on the students disability, but rather on
the students individual needs.
The laws that require schools to provide reasonable accommodations for their
students with disabilities include:
IDEA
ADA
Sect. 504 of the Rehabilitation Act
IDEA guarantees a FAPE for all students that are classified has having a disability
under IDEA, this requires the school to develop an IEP for each student. Any
accommodations a student requires should be listed in the students IEP. For
students who are not classified as having a disability under IDEA, ADA and Sect. 504
of the Rehabilitation Act work together to provide those students with reasonable
accommodations.
Accommodations do not require the student to learn less, in fact, the student is still
required to learn the all the same material and expected to assessments, but just in
a different way through the use of various supports and services provided to them.

There are 4 categories of accommodations:

Presentation, response, setting, time and scheduling accommodations.

Presentation Accommodations: change how instruction, information and directions

are provided to the student. This can include visual, auditory, and tactile
presentation accommodations.

Examples can be visualProvide the student with books, tests, and other documents that have large print

Marissa Nio-Terreo
Kim Barnett
4/11/16
Providing devices that magnify text such as a large computer screen
Have important information already highlighted for child
Provide the child with GN before instruction.
Examples of auditory presentation accommodations include:
Providing books on tape, having lectures prerecorded and allow child to listen to
lecture, have someone read materials, test questions, or directions aloud to the
child.
Tactile accommodations include: providing the child with tangible to hold hand,
putting an exercise band around the feet of the chair for them to kick or materials
that have braille.

Students may need instruction or materials presented in a different way because:

Students have difficulty processing visual and/or auditory input

Difficulty reading due to visual deficits
Students who have difficulty identifying main ideas from the lesson

You will see how visual and auditory accommodations can be implemented in the
classroom.

Annie's IEP states that she must receive books, test documents, and all lecture
materials in large print at least 30+ magnification.

(have a test pre made that is in large print 30+)

Kim's IEP states that she must have test questions and the list of answers read out
loud to her.

(have a test pre made. Read to Kim. Kim will circle answer)

________________________________________________________________

Marissa Nio-Terreo
Kim Barnett
4/11/16
The second category is Response accommodations: those are changes to how the
child is expected to respond. The child can respond orally or written as stated in
their IEP or 504 plan.

Some examples of response accommodations include allowing the student to write

answers directly on the test instead of transcribing answers to a scantron.
Allowing the student to use a computer to complete assignments and tests
Use a scribe: having someone else write the answers down for them
Provide them with a calculator, graphic organizer, or response cards.

Reasons students may need a response accommodation:

Students who have trouble holding a standard sized pencil

Students who have difficulty organizing and articulating their ideas or
responses

You will see how a response accommodation can be implemented in the classroom.

Marissa's IEP states that Marissa can have someone write down answers to test
questions for her.

(Have a practice test, Marissa will verbally tell Kim the answer "The answer is
Accommodation etc...)

On the other hand,

Kim's IEP states that she can complete assignments and tests using a computer.

Time and Scheduling:

Speaker: Another accommodation that teachers can use in the general education
classroom is a time or scheduling accommodation.
This accommodation allows to students to have extended time to learn a skill or
concept, complete an assignment or take test. It also allows students who need it to

Marissa Nio-Terreo
Kim Barnett
4/11/16
take more frequent breaks, complete projects when they are more alert or take
tests over a series of days.
Some reasons students may need a time or scheduling accommodations include:

They process information slower than their peers

Take medications that effect the attention or energy levels
Become easily frustrated
Become easily anxious

In this example you will see how a time accommodation is implemented in the
classroom. Annies IEP states that she is allowed extend time to complete tests or
assignment.
Due to medication side effects Kim fatigues easily and therefore her IEP states she
is allowed to take more frequent breaks.
Okay Kim its been 30 minutes; you can take your break now.
Setting:
Setting is another accommodation that is provided to student with disabilities.
Setting accommodations include:

Allowing students to take tests in a separate room

Providing students who use wheelchairs with desks and other classroom
equipment that are accessible to them while using their wheelchair
Allow the use of headphones to reduce the noise level
Reduce classroom visual and auditory distractions, such as talking.
Create seating charts that place the child where it is best for them to learn,
for example to allow the student who needs more frequent cues to sit near
the teacher.
Allow the student to work alone or in small groups

Reasons that students may need a setting accommodation include:

Students how have trouble regulating their behavior

Trouble focusing in large groups
Students who need a space where they can read or think aloud
Students need a better source of lighting
Need for adaptive technology or furniture

For our example, Cookies IEP states that he is to take tests in a separate room
because he has trouble focusing when in a large group, so his teacher lets her take
his test in the library.

Marissa Nio-Terreo
Kim Barnett
4/11/16
This video showed examples of how accommodations can be implemented in the
school setting. It is important to remember that accommodations are not disability
specific, but vary depending on the need of the student.