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In Lesson 3, it is acknowledged that teachers may not initially realize that a student requires accommodations or adaptations because the disability may not be evident. In other words, because a student’s processing usually occurs in his head, a teacher may not be aware that the student has difficulty receiving auditory information until the teacher sees evidence of the student’s work. Consequently, the need for schools to ensure all teachers are aware of which students require accommodations and adaptations (identified in Lesson 2) is extremely important. Lesson 3 describes four considerations that should be used when identifying and using accommodations and adaptations. Traditional interpretations and applications of accommodations and adaptations are provided.
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