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- Purpose of accommodations
- Accommodations provide equal footing
- Types of accommodations: setting, timing, scheduling, presentation, response, and other
- Eligibility for and decisions about accommodations
- Students with an IEP or 504 plans
- Decisions are responsibility of IEP teams
- Accommodations: what is the controversy?
- Ability vs. disability
- Visible vs. hidden disabilities
- Making good decisions about accommodations
- Accommodation research: what do we really know?
- History of accommodation research
- "Over-accommodation"
- Think about what happens during instruction
- Accommodations, instruction, and assessment
- Training and practice in using accommodations
- Involve others in making accommodation decisions
- Nature and purpose of the assessment
- Instructional accommodations students use
- State or district accommodation guidelines
- Preparation for optimal use of accommodations
- How accommodations might change over time
- Criteria for good accommodation decisions
- Do’s and Don’ts in testing accommodations
- Accommodation issues and teaching all students
- Students who require no special accommodations
- Students who require accommodations
- Students who will take the alternate assessment
- Students who fall in the middle
- Students with limited English proficiency (ESL)
- Considering the integrity of an assessment
- Criterion-referenced vs. norm-referenced test
- Five principles
- Where the rubber hits the road: the reality of accommodation use
- IEP documentation issues
- Non-approved accommodations
- Appeals process
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