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Directed Questions
Curricular Design
Directed Questions for Lesson 2:
Overview of Accommodations and Adaptations
Multiple Choice
Attention: ONLINE RESPONDING IS DISABLED
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1.
Distinguish an accommodation from an adaptation as each pertains to a specific learning outcome for a course you teach.
example:
Sample response:
The learning outcome for one course I teach, geography, is to ´identify three ways of how the geography of a region influences human settlement patterns.´ Most students are writing these ways and providing in their written answers three types of geography as they relate to whether people will settle there. An accommodation may be for a student who illustrates the three ways and provides a verbal response, and I score that response the same as for a written response-I need to see/hear three types of geography and why/whether people settle there. An adaptation changes the outcome in a minor way, so the student who has an adaptation might only identify one or two types of geography and tell whether and why people will/won´t settle there. For the student who has the adaptation, the response could be written or verbal or pictorial. But the major distinguishing factor for the adaptation is the minor change in the outcome from what most of the other students are doing. The outcome is the same with an accommodation-with an accommodation, the student uses a different way of expressing the same information.
2.
Identify a label for a student with a mild disability, then describe three characteristics that one student with that label might have.
example:
Sample response:
A label is attention deficit disorder, or ADD. The student may be impulsive and not plan through or think through what he/she needs to do. Also, the student may need to focus for shorter periods of time on a specific task-the student will probably not be able to stay engaged reading from a literature book, for example, for an hour or so. A third characteristic is a student who has problems paying attention. For example, a student with ADD may not be able to sit and take notes for extended periods of time when I lecture or present new content.
3.
Related to the student you identified in Question 2, match three instructional accommodations to that learner´s characteristics that you identified.
example:
Sample response:
For impulsivity, one accommodation might be to provide a checklist for carrying out assignments, for example, so that the student can complete the same assignments as the other students, but the student with ADD needs a checklist of the steps involved. For the short attention span, varied activities might be an accommodation. In Question 2 I noted that the student may not be able to read for an hour or so, so an accommodation might be that the student is still responsible for reading the same information as the other students, but the student with ADD can take breaks during the hour, read at different places in the room, or mix up some silent reading with some of another activity. For paying attention during lectures, an accommodation might be that I provide the student with an outline of the lecture or presentation to keep the student focused on what we´re doing.
4.
Related to the student you identified in Question 2, describe information about accommodations that you would expect to find on that student´s IEP or Section 504 plan.
example:
Sample response:
A student with ADD might have accommodations on his/her IEP or Section 504 plan like: change tasks every half-hour or so, provide a notetaking outline of the lesson presentation, or provide a checklist for assignments that helps the student plan.
5.
Describe the difference between IDEA ´97 and Section 504.
example:
Sample response:
For a student to qualify for a disability label under IDEA ´97, there are 13 different disability categories with each category listing specific criteria by which a student qualifies for special education services under IDEA ´97. An Individualized Education Program is written for a student who is eligible for special education services under IDEA ´97. This law is more stringent than Section 504´s definitions of disabilities. Section 504 does not specify any disability categories, and the criteria for eligibility for a ´504 plan´ (which is not as comprehensive as an IEP) is that there is a substantial impact on a student´s major life activity, such as learning. School personnel interpret the eligibility criteria for both laws, and the way criteria is interpreted in one school system may be different from how it is interpreted in another school system.
6.
Weinstein (1996) explores the issue of high standards and tracking in the educational system. Given issues she raised, identify one that strikes you as major, and describe how you could positively impact that issue as a classroom teacher.
example:
Sample response:
One issue she raised that I can impact on is how students perceive themselves and their peers within a ´high-level´ or ´low-tracked´ class. Although I may teach classes that seem to be homogeneously grouped, the point Weinstein touches on, although she doesn´t come right out and say this, is how the teacher can influence how students feel about the rigor and level in a course. The way in which I show respect for diversity among students and for each student, even when they may be having a hard time getting the information I teach, can carry over to the other students. For example, if I seem frustrated with explaining something again and again for one student, the students will see my frustration and may get the idea that I do not respect that student. Instead of me explaining content the same way several times, I could consider using peer helpers or using different ways of presenting the content in the first place so that more students are likely to get it.
7.
Vaughn, Gersten, and Chard (2000) summarize research for instructing students with learning disabilities and identify common principles of instruction. Select one principle, and further develop it in terms of applying it to content you are teaching.
example:
Sample response:
The principle that the authors noted was very applicable for teaching higher-order thinking skills to adolescents is extended practice with feedback. What that means for me as ninth grade mathematics teacher is that students need more practice opportunities and more feedback from me. When I teach something and then test on it, I usually don´t return to it for several months. I need to provide more practice items-maybe on homework or brief in-class activities-after we´ve already had the test on content to ensure the students remember it. Regarding the feedback, it strikes me that students always seem to be so focused on their score or grade that they don´t even look to see what they got wrong, or why they got something wrong. I think I can expand on this in terms of feedback by setting aside some time in class for students to review their test/assignment/homework-or whatever it is I scored-and focus on what they got wrong and why. I could even see providing a grid of different types of errors, and having them fill out the grid so they can see if error patterns evolve. This would also be helpful for them to self-evaluate their work before turning it in.
8.
Matlock, Fielder, and Walsh (2001) provide an example of how a learner´s IEP objectives in math could be aligned to state and school district standards. Choose one standard (i.e., outcome) from your content, and write a corresponding IEP goal or objective that could appear on an IEP for a learner with mild disabilities that you teach.
example:
Sample response:
Virginia´s Standards of Learning for grade twelve US and Virginia government specifies eighteen standards. For example, # 12.3 is: The student will analyze the amendments to the United States Constitution in terms of the conflicts they addressed and the reasons for their adoption. To illustrate, you may want to refer to p. 71 of the article by Matlock, Fielder, and Walsh for a sample format. Here´s a corresponding measurable annual goal that might be on an IEP: Given daily instruction in US and Virginia government, the student will master 11/18 standards at the twelfth grade level with 90% accuracy as measured by unit assessments.
