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- Visible versus Hidden Disabilities
- Four Considerations When Using Accommodations and Adaptations
- Specific student characteristics drive the accommodations, not the student label.
- Using an accommodation is dependent on the targeted learning outcome.
- There are varied forms of the same accommodation.
- Students should be assuming control over their need for accommodations and areas where they can become more independent.
- Traditional Types of Accommodations and Adaptations
- Traditional interpretation of accommodations: specific tasks or activities within the classroom. (Lesson 3)
- Broader interpretation of accommodations: the content, curriculum design and delivery, and ways of demonstrating students' knowledge and skill. (Lesson 4)
- Focus of this module: accommodations and adaptations in the classroom instruction related to local curriculum.
- Specifying Accommodations
- Accommodations and adaptations that may be listed on the IEP or Section 504 plan:
- Adjusted workload
- Assisted notetaking
- Large-print text
- Modified materials
- Tape recorder
- Modified curriculum
- Modified assessments
- Specialized presentation formats
- Specialized response formats
- Scheduling recommendations
- Setting recommendations
- Specialized equipment needs
- Example of an accommodation in mathematics.
- Example of an adaptation in mathematics.
- Example of classroom setting accommodations.
- Examples of presentation and response accommodations.
- Examples of presentation and response adaptations.
- Presentation and response as input and output factors.
- Input: what and how to teach
- Output: How students show what they know and can do
- Conclusion
- Summary of Lesson 3
- Objectives of Lesson 4
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