...Adaptations, Accommodations and Modifications To Promote Access to the General Education Curriculum And Standardized Assessment Procedures The information provided in this document is to serve as guidance for best practices in selecting, administering, and evaluating adaptations, accommodations and modifications in instruction and assessment. This document provides information on federal and state guidance, equal access to grade level content, selecting accommodations for instruction, and strategies that can be used with students to promote their ability to access the general education curriculum. Information about variations, accommodations and modifications for use in the classroom and standardized statewide assessment system is also included. These guidelines are intended for use by individualized education program (IEP) teams, Section 504 Accommodation Teams, Student Success Teams (SST), other types of Educational Monitoring Teams (EMT), general and special education teachers, administrators, and assessment personnel. Federal and State Guidance The inclusion of all students in statewide assessment and accountability systems is not merely a legal obligation; it is a mechanism for ensuring that all students, including those with disabilities, are included in the general education curriculum. Federal and state laws stress the importance of documenting accommodations and/or modifications for instruction and assessment in the student’s IEP as noted below: ... a statement of the...
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...SECTION 504 4. ESEA: Elementary and Secondary Education Act 5. Classroom Description for my Students 6. Ways I will communicate with the families of my students in order to meet the individual needs of each child: 7. Two instructional approaches I will utilize in my instruction 8. A discussion of my instructional plan, including accommodations, modifications and services available to my student who exhibits certain behaviors but has not been diagnosed: 9. Why I feel the chosen approaches will be effective? 10. An explanation of my instructional techniques/plans for my eight typically developing students: 11. A description of my instructional plan, including accommodations, modifications, and services available to my student who has an Autism Spectrum Disorder: 12. A description of my instructional plan, including accommodations, modifications, and services available to my student who has an Autism Spectrum Disorder: 13. A description of your instructional plan, including modifications/extensions for your student who is cognitively and linguistically advanced: 14. An explanation of my instructional plan, including accommodations, modifications and services available to my student who has a Sensory Processing Disorder: 15. Preschool Less Plan for Diversity Learners 16. References ESE 315 WEEK 5 A DIVERSITY PRESCHOOL LESSON PLAN To purchase this, Click here http://www.activitymode.com/product/ese-315-week-5-a-diversity-preschool-lesson-plan/ Contact us at:...
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...Lesson Plan Dollar and Cents Objectives: * Students will be able to identify coin/money values. * Students will be able to write amounts of money. Materials: * Clean sheet of money * Pencil * Play Money * Money Worksheet 1 Plan: Introduction/Motivation 1. Watch a lesson on money on “Brain Pop”. 2. Ask how many of them think they can count money really well, and how many think they could improve with some practice. 3. State objective: We're going to be working on money this week and today you will learn how to count money. A. Teach: 1. When it comes to counting money, bills are probably the easiest things to count. Why? (They have the amount written on them.) 2. How do we tell coins apart? (size, thickness, pictures) List coin names and values. 3. Refer to the video--list money that he started with and its value. Now, as a class, determine values of the money he began with. 4. How much money did he lose? B. Model: 1. Demonstrate how to count money. Always start with the bill or coin of greatest value and work down to the bill or coin with the least value. C. Guided Practice: 1. Give the class a bag of play money. 2. Tell them to count how much change they have and record their answer as #1 on their blank sheet of paper. 3. Continue with questions. (See Process Questions, next.) Choose volunteers to demonstrate and explain how they got their answers. Process Questions-- 1. How much...
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...the education of students with disabilities, the first is the zero reject principle, which prohibits schools from excluding a child because they have a disability. IDEA second principle affirms that after students enter school they are entitled to a nondiscriminatory evaluation, which is to determine their strengths and needs. Once these are determined, and a student is accepted for special education services, teachers can grant the third principle, which is the right to an appropriate education, by designing an individualized education program (IEP). Students with special needs cannot always learn the same way, or as quickly, as general education students. Because of this, they will need further assessment, and possible modifications and/or accommodations in order to benefit from their education. Instruction refers to the facilitating of learning by a teacher, and is one of the most important factors affecting a student’s performance. Proper instruction involves initial assessing, goal setting, monitoring progress, and reflecting on results. Assessment requires the teacher to gather evidence of a student’s performance in order to measure the amount of learning and understanding that is taking place during instruction. At my current placement, as a student teacher, I notice little, to no assessment, taking place....
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...include sight/deaf, hearing/blind, spatial awareness/touch, taste and smell. Those individual who have motor impairments usually suffer from some type of issue with their body movements, which includes poor muscle control or muscle weakness; this can be either the individual total body or just a part of his body. Lastly, cognitive impairment is usually where the majority of the accommodations are done. Cognitive impairment is those individual who suffers from “intellectual disabilities, learning disabilities, and traumatic brain injuries” (Miller & Lover, 2015, p. 78)....
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...with exceptionalities were often segregated from the regular classroom. Mainstreaming began the process of integrating them with nondisabled students, and inclusion takes the process further by creating a web of services. Special education is often times as diverse as the schools and school systems that incorporate it. Most common approaches include: self-contained classrooms, pullout services, and inclusion. Inclusion is most effective when regular education and special education teachers closely collaborate on instructional adaptations for learners with exceptionalities (Heward, 2009). In every classroom there are students with exceptionalities. These exceptionalities may include a student who has an IEP and needs extra accommodations/modifications or a gifted student that needs to be challenged beyond the curriculum. As an educator, one needs to make sure that each student is able to succeed in the classroom. Talent, imagination and skill are attributes teachers must possess. When working with children who have diverse needs these attributes must be perfected (Fogel, 2005). There may be some areas in which an educator may need assistance as how to approach a particular lesson and this is when collaboration may be effective. Collaboration is, also, an important key in helping a student with special needs to succeed. Students with exceptionalities are faced with unique challenges when it comes to academics inside the classroom. The type of disability may vary depending on...
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...classroom I got to observe and participate in was Ms. Cucci class. Ms. Cucci classroom was children of kindergarten and the first grade. The students in Ms Cucci classroom had severe disabilities, the disabilities range from students with Cerebral Palsy, ADHD, autism, and down syndrome. All of these students in this classroom have emotional or behavioral issues. Being in these classrooms made me realize how quickly the classroom atmosphere can change for each student and how quickly the lesson plan can change if a student is not understanding. After being able to observe and participate in three different classrooms with different grades and different disabilities, I was able to see many different modifications and accommodations. In Mr. Ruttler’s room their were many successful accommodations. When doing a lesson of the weekly vocabulary words, he will list the words out and have the students say them out loud and go over the meaning of each word. Mr. Ruttles then makes the students write the words three or five times depending how the student is doing with this week’s words. We than went over a mobility assessment and read the questions out loud and...
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...Situation A The Family and Medical Leave Act (FMLA) provides eligible employees the right to unpaid leave, job protection, and health benefits up to 12 weeks during any 12 month period to attend to qualifying family matters. Eligible employees must be employed for a minimum of 12 months and have worked 1,250 hours the previous 12 month cycle. Employee A was eligible and granted FMLA for the birth and care of his twins. He had met the requirements by being employed with Company A for 2 years and having a qualifying event. Upon his return from leave, Employee A returned to his previous position with the same compensation he made prior to his leave of absence as mandated by FMLA. Even though the previous manager agreed to pay the withheld wages, Employee A is not entitled to the wages withheld during his eleven week absence. The Family and Medical Leave Act clearly states that time taken is unpaid leave. Therefore, the current manager’s decision of denying the wages is justifiable under the guidelines of FMLA. Situation B The Age Discrimination in Employment Act (ADEA) ensures protection from discrimination of individuals who are 40 years of age or older in the workplace as regard to their age. ADEA makes it illegal to discriminate against a person because of their age with respect to hiring, termination, promotion, wages, benefits, job assignments and training. Keeping in mind the ADEA guidelines, it is readily apparent that Employee B was discriminated in this...
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...In 1990, Congress enacted the Americans with Disabilities Act (ADA), defining disability as a physical or mental impairment that substantially limits one or more of a person's major life activities. Under the ADA, an accommodation is any change in the work environment or in the way things are customarily done that enables an individual with a disability to enjoy equal employment opportunities. (Kushibab, 2002) The ADA provides that a reasonable accommodation may--depending on the employment circumstances--include making existing workplace facilities readily accessible to and usable by individuals with disabilities; job restructuring; part-time or modified work schedules; reassignment to a vacant position; acquisition or modification of equipment or devices; appropriate adjustment or modification of examinations, training materials, or policies, the provision of qualified readers or interpreters, and other similar accommodations for individuals with disabilities. The employer is not required to make a reasonable accommodation, however, if the accommodation would impose an undue hardship on the employer's business, or if the condition in question is not recognized as a disability under ADA. For example, a person currently engaging in the illegal use of drugs is not an individual with a disability. Moreover, Congress has held that compulsive gambling, kleptomania, or various sexual behavior disorders would not be a disability. (Kushibab, 2002) The simulation raises the issue...
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...Throughout life, people face ethical decisions and dilemmas. On many occasions, these ethical dilemmas spread into the business world. The problem that arises from moral obstacles faced in the work place is the legal matters that may result. Before taking the time to diagnose, one must begin at the core; pulling the details of the scenario allows for an outside party to understand all parties involved. The following is an overview of a predicament faced by a small, architectural firm; plagued by the physical limitations of the ideal applicant and the cost of her employment. Marcia Begay, a talented young woman, applied for a position available at a local architectural firm. This woman of Navajo descent spent her early twenties studying at a top architecture university; she graduated with a Master of Arts from this school. Along with her Master’s degree, Miss Begay has training in structural engineering. (Pfeiffer 87-89) Marcia was the first candidate to be interviewed at the institution. Her interview set the bar high. It was clear that Miss Begay was the best candidate for the position available. Along with her degrees and understanding of structural engineering, Marcia had an impeccable resume and several letters of recommendation. Adding to the allure, Marcia had six year experience of with well-known architects. It was clear; known of the other applicants came close to the qualifications of Marcia Begay. (Pfeiffer 87-89) Marcia separated herself from the other candidates...
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...SITUATION A Issue For Review: Employee A requested to be paid for his 11 week LOA. Management denied request. The Family and Medical Leave Act of 1993 (FMLA) The Family and Medical Leave Act (FMLA) is a U.S. federal law which requires employers to provide eligible employees at least 12 weeks of unpaid, leave of absence (LOA) time for certain qualifying medical or domestic reasons. The mandates of FMLA guarantee that the returning LOA employee will be reinstated the same or equivalent position, job duties, rate of pay, and benefits they held prior to taking leave. Covered Employers Eligible Employees • Private Sector Employers - Any business with 50 or more employees who have worked for 20 or more work weeks within the current -or last- calendar year. • State/Federal Agencies • Labor Unions • Employment Agencies • Employee must work for a federally recognized covered employer. • Employee has a minimum 12 months of service for employer; prior to a LOA, employee must have accrued service hours which total 1,250 or more. • Employee reported to a main work location which has a minimum of 50 employees within a 75 mile radius. Qualifying Reasons For FMLA: Serious Medical Condition - The employee cannot perform their job duties due to serious health issues. Military Service - Hardship resulting from spouse, child, or parent who is an active member of the military and is called into active service / deployment. Family Health Condition - Employee must care for...
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...The New Model of American Education: Inclusion or Exclusion?? November 27, 2011 EEX5665 Bernadette Harris University of North Florida College of Education & Human Services Graduate School According to the U.S. Department of Education, the N.C.L.B. Act of 2001, came the law of public education that states “that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging State academic achievement standards and state academic assessments.” This law was instituted to increase accountability in public educators for the individualized education of every student in the public school system. In theory, it eliminates the ability to simply push students forward from grade to grade without evidence that they can perform at grade level. It brought with it the death of what we had previously come to know as “social promotion.” Quickly on the heels of N.C.L.B. came the I.D.E.A. (Individuals with Disabilities Education Act) of 2004, which affirms the guiles of N.C.L.B. while taking accountability a bit further. I.D.E.A. states that “all students (including those with disabilities) must have access to a free and appropriate public education in the least restrictive environment” (Wright, 2004). The “least restrictive environment,” as defined by legislators, has become what is now known as “inclusion education” and the birth of the “inclusion” classroom. Prior to the passing...
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...Task 2 – Labor and Employment Law As requested I’ve reviewed the situation for each of the employee you mentioned. I’ve detailed my findings below. Situation A I reviewed FMLA requirements to Employee A’s situation. First, Family Medical Leave Act (FMLA) requires 1,250 hours and 12 months of employment at the company (Wage, 2010). Employee A has been with Company X for two years; therefore this requirement has been met. Second, Employee A’s situation, his wife gave birth to premature twins, is eligible for FMLA unpaid according to The Family Medical Leave Act of 1993 (Wage, 2010). The Family Medical Leave Act of 1993, states employee is “…entitled to return to the same or similar position with the same benefits and rate of pay he was making before he went on FMLA” (Wage, 2010). Therefore, Employee A is entitled to return to the job he held; however, he is not entitled to payment during his leave. In summary, Company X is compliant with the Family Medical Leave Act of 1993. Therefore, Company X is not required to compensate Employee A for the 11 week time-frame he was unable to work. Situation B I have reviewed the situation of Employee B where he alleges age discrimination. Employee B is stating that he is being discriminated against when he failed to receive a promotion which he claims he was qualified to receive. His performance review from last month states his work was “above average”. The promotion was given to a co-worker who was 32 years old and...
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...ESE 633 Entire Course Collaborative Relationships and Transition http://www.devryguide.com/downloads/ese-633-entire-course-collaborative-relationships-transition/ To purchase this tutorial copy and paste link in your browser. ESE 633 Entire Course Collaborative Relationships and Transition Week 1 Perspectives on Inclusion. As you may have noted from your readings this week, there are various perspectives on inclusion and if this is the right approach for all students. Based on what you know about inclusion at this point in the course, do you agree or disagree with inclusion? Explain your rationale and support your assertions with evidence from the readings and your own experiences LD Processing. Watch the video F.A.T. City LD Processing (http://www.youtube.com/watch?) by Rick Lavoie. Based on the readings, your experiences, and this video, what are some of your new insights on students with learning disabilities? What are some of the social, emotional, and academic, and processing needs of students with LD? What are five strategies you can use to support their needs? Inclusion. Reflect on this week’s learning on inclusion. Why do you think inclusion is an important element in meeting the needs of students with disabilities? What factors do you think would impact inclusion being successful in a school? How would you define “success” for an inclusive classroom? Raising Disability Awareness. For this assignment, you will explore disability areas to increase awareness...
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...The role of the special education teacher in the IEP meeting is to provide suggestions for instructional strategies, modifications vs accommodations, and services. The special education teacher brings classroom experience of how to implement the specific needs of the student to the classroom. While the administration is making sure that the needs are met legally and within the scope of what the district can provide, the special education brings knowledge and experience from working directly with students each day. The special education teacher oversee the student's total educational plan in collaboration with all IEP team members ("IEP Team Member Roles and Responsibilities," 2011). The special education teacher is the primary person that...
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