The+Advantages+and+Disadvantages+of+Modifications+and+Accommodations+for+Students+with+Learning+Disabilities

Overview Pros - Accommodations and Modifications Cons - Accommodations and Modifications

 =Overview= Today, children with learning disabilities can participate in general education/inclusion classes. Depending on the disability, modifications and accommodations work with these students. What is a learning disability? A learning disability is a neurological disorder – a mis-firing/wiring in the brain. Students with learning disabilities are generally average to above average in intelligence, but have problems reading, writing (small motor), spelling, reasoning, recall, organization and math. A learning disability cannot be fixed or cured. Usually it is the parent that senses when something is “off” with their child. The sooner you think a might problem exists, the better off the child will be in regards to working on getting the child help. The key is to focus on the student’s strengths and weaknesses. Parents, teachers and students need to be knowledgeable on what educational tools and/or resources are available to the student from the school district. Some of the key factors to look for at various age levels are: Fortunately, today, students with learning disabilities can be “accommodated”. Once it has been determined that a student has a learning disability (determined through various forms of assessment and observational testing), the child is provided with an IEP (Individualized Education Program). The Individuals with Disabilities Education Act states that students with disabilities, through an educational committee (to include but not limited to the school psychologist, head of the special education department, special education teacher, general education teacher, parent, child and any other specialist that might be needed, such as OT and PT), will meet and come up with necessary modifications for a student and develop an IEP. The IEP outlines specifically all accommodations for a student, such as extended testing time, spelling waived, calculator use, preferential seating, etc. Below are examples of accommodations/modification for students with learning disabilities: When a student completes an assignment – modified or accommodated – grading will be determined in the same manner as those assignments that were not modified. The purpose for accommodations is to “level the playing field” – equal access for all tasks given. In other words, accommodations should “cater” to a student’s learning strengths and take into account their difficulties – with student’s doing the same work as their non-learning disabled peers. Accommodations must be regularly monitored/reviewed and changed as needed. Usually the change is instigated by the teachers (general and special education), student and parents or any person involved with the student. IEP’s are generally reviewed/revised once a year and an IEP meeting usually lasts around thirty minutes. Section 504 of the Rehabilitation Act of 1973 is another law for students with learning disabilities. This law states that “reasonable accommodations must be made.” These are accommodations that make it easier for a student to learn, without actually having an IEP. Section 504 provides instructional services for students mainstreamed into the general education population and provides limited accommodations for students who might need preferential seating, use of calculators, spelling waived or extra time.
 * 1) Preschool: delay in speech, slow vocabulary development, delay in learning colors, shapes, numbers, alphabet and days of the week; uncoordinated running or walking, and other types of small / fine motor activities (e.g., laces, holding pencils, etc.), hyperactivity and difficult social interactions.
 * 2) Grades K-4: difficulty in connecting letter to sounds (decoding), difficult to write down thoughts (spelling, grammar, etc.), poor organization and fine motor skills, inability to grasp thoughts/recall, difficulties with math concepts, poor coordination, and trouble with concepts/reading time.
 * 3) Grades 5-8: difficulties with reading comprehension, written language or math skills; avoids reading, writing, math or other on task skills; organization/planning time, using and developing strategies, completing assignments on time, difficulties with expressing thoughts, and socially inept.
 * 4) Grades 9-12: difficulties with spelling, reading, writing and math, trouble with open-ended questions, weak memory, difficulty adjusting to new settings and cannot always grasp abstract concepts, might work at a slower pace due to too little or too much attention to details; misreads information
 * 1) Presentation:
 * 2) Audio tape
 * 3) Materials in large print
 * 4) Reduction of items per page per line
 * 5) Having a designated reader
 * 6) Instructions can be read to the student
 * 7) Response:
 * 8) Allow for verbal responses
 * 9) Student can dictate to a scribe and answers recorded
 * 10) Student can use a tape recorder for answers
 * 11) Reponses can be provided with programs such as Dragon for Naturally Speaking – a computer program in which the students can record their answers through a microphone in the computer and the computer types the student’s responses.
 * 12) Student can answer questions directly into a test booklet (versus an answer sheet where they mark spaces for answers).
 * 13) Timing:
 * 14) Student may take frequent breaks
 * 15) Extended testing time
 * 16) Setting:
 * 17) Preferential seating (up front and close to teacher)
 * 18) Special lighting or acoustics
 * 19) Provide an area with minimal distractions
 * 20) Test can be administered to small groups of students
 * 21) Test can be administered in a private room or alternate test site.
 * 22) Test Scheduling:
 * 23) Test can be given in several timed sessions or even over several days
 * 24) Subtests can be given in a different order
 * 25) Give tests during specific times during the day
 * 26) Miscellaneous:
 * 27) Provide special test preparation
 * 28) Provide on-task/focusing prompts
 * 29) Provide any reasonable accommodation student might need that is not listed above.

HOME