Supports, Modifications, and Accommodations for Students- from the NICHCY website. Adaptations, accommodations, and modifications need to be individualized for students, based upon their needs and their personal learning styles and interests.
ACCOMMODATIONS MANUAL HOW TO SELECT, ADMINISTER, AND EVALUATE
USE OF ACCOMMODATIONS FOR INSTRUCTION AND ASSESSMENT OF STUDENTS WITH DISABILITIES- this is a 57 pg. pdf file, comprehensive five step plan to:
1. Expect students with disabilities to achieve grade-level academic content standards.
2. Learn about accommodations for instruction and assessment.
3. Select accommodations for instruction and assessment for individual students.
4. Administer accommodations during instruction and assessment.
5. Evaluate and improve accommodation use
School Accommodations and Modifications 4 pg pdf of accommodations listed by categories of subject and instructional methods.
NICHCY is the National Dissemination Center for Children with Disabilities- great resource. At the bottom of the page linked above it is stated:
"Even a child with many needs is to be involved with non disabled peers to the maximum extent appropriate. Just because a child has severe disabilities or needs modifications to the general curriculum does not mean that he or she may be removed from the general education class. If a child is removed from the general education class for any part of the school day, the IEP team must include in the IEP an explanation for the child’s nonparticipation."
"Because accommodations can be so vital to helping children with disabilities access the general curriculum, participate in school (including extracurricular and nonacademic activities), and be educated alongside their peers without disabilities, IDEA reinforces their use again and again, in its requirements, in its definitions, and in its principles." NICHCY
Accommodations for Students with Disabilities in High School- Issue Brief from NCSET- National Center for Secondary Education and Transition- excerpts from
Issue: Fewer students with disabilities in middle schools and high schools use accommodations than students with disabilities in elementary schools.
None of the language of the law indicates that the number of students with disabilities who need accommodations will change as students get older and move from one level of schooling to the next, although the specific accommodations that students need may change over time (Elliott & Thurlow, 2000).
The grades in which students with disabilities are involved in transition planning are the same grades in which we see declining numbers of students using accommodations. Does that mean that students are less likely to be aware of their need for accommodations because they are not being built into transition plans? If they are not built in during transition planning, do students leave school without any idea of their accommodations needs? And if so, what impact does this eventually have on their success in their post secondary work or education? NCSET
Accommodations for Students with Traumatic Brain InjuryWork Behavior Training Strategies -for vocational training with students with disabilities
Post Secondary Accommodations for People with Disabilities
Here is a website I assembled on Job Accommodations for People with Cognitive Disability
Vocational Accommodations and Strategies for People with Brain Injury
previous page by Paula Lombardi 4.10.2012