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Making Accommodations for Diverse Learners

Making Accommodations for Diverse Learners. EEX 3257 Week 4. What  are  accommodations?. Changes made to accommodate the WAY students learn and/or HOW they are tested Techniques / support systems that help students with special needs Legal requirements for students with disabilities.

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Making Accommodations for Diverse Learners

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  1. Making Accommodations for Diverse Learners EEX 3257 Week 4

  2. What  are  accommodations? • Changes made to accommodate the WAY students learn and/or HOW they are tested • Techniques / support systems that help students with special needs • Legal requirements for students with disabilities

  3. What kind of problems might require accommodation? • Organizing information meaningfully • Relating new knowledge to old knowledge • Remembering large quantities of info • Breaking down complex concepts • Understanding abstract concepts • Analyzing to solve problems / draw conclusions • Motivation / seeing the importance of learning

  4. Six Principles of Effective Instruction • Focus on big ideas • Use conspicuous strategies • Use mediated scaffolding • Make linkages obvious and explicit • Activate prior knowledge • Review for fluency / generalization

  5. Input Instruction Materials Output Participation Assessment Rate Speed Amount Support Independent Group work What can you change?

  6. When should I make accommodations? • Before Instruction • During Instruction • After Instruction

  7. When should I make accommodations? (cont.) • Before Instruction • Planning in a different way • Graphic Organizers • Highlight big ideas • Connect ideas / concepts • Thematic Instruction • Combines content from different subject areas • Can make essential ideas more apparent and meaningful • Projects • Provides flexibility • Allows for differentiation • Grouping can vary

  8. When should I make accommodations? (cont.) • During Instruction • Delivering instruction in a different way for different students • Instructional methods • Materials

  9. When should I make accommodations?(cont.) • After Instruction • Review • Assessment

  10. What are some simple accommodations I can use?(cont.) • Cover text so that only one portion shows at a time so it’s not overwhelming • Careful, simple, uncluttered worksheets • Fold paper into sections for each response • Mark paper to show where to start/stop; use smaller paper / variety of mediums • Study carrels / partitions • Duplication of materials - home / school • Reduce length or give more time

  11. Last Thoughts... • Don’t do it alone… • ESE teacher • Speech / language / vision specialist • Guidance counselor • Parents • Students themselves • Reflect on your effort…it’s a JOURNEY

  12. References • Chalmers, L.  (1992).  Modifying curriculum for the special needs student in the regular classroom.  Moorehead, MN: Practical Press. • Florida Dept of Education  (1999).  Assisting students with disabilities:  A guide for educators.  Tallahassee, FL:  Clearinghouse Information Center. • Kame’enui, E., et al. (2002).  Effective teaching strategies that accommodate diverse learners.  Columbus, OH:  Merrill-Prentice Hall. • Wood, J.  (2002).  Adapting instruction to accommodate students in inclusive settings.  Columbus, OH:  Merrill-Prentice Hall.

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