Sandra Rounds 1
Iris Module
Initial Thoughts
1. What should teachers know about accommodations for students with disabilities?
a. Teachers should know that students who receive accommodations through an IEP
or other documented form must follow those accommodations. Those
accommodations are put into place to give the student a level playing field with
their peers.
2. What types of accommodations are commonly used for students with disabilities?
a. Extended test time
b. Dictated tests
c. Use of special devises
3. What are the teacher's responsibilities for students with disabilities who use
accommodations?
a. It is the teacher’s responsibility to fully ensure that students with disabilities are
given their accommodations.
4. What are accommodations?
a. Accommodations do not change the expectation of learning or reduce the
requirements of the task.
5. How do they differ from modifications?
a. Do change the expectations for learning
Do reduce the requirements of the task (e.g., reduce number of items, alternate
assignments, lower-level reading assignments)
6. A student's accommodations might differ from one setting to another. Explain why this
might be the case and offer an example.
a. An accommodation might be allowed for a classroom assessment but not for a
standardized test. If a test is specifically assessing a certain aspect of learning, the
accommodation will interfere with the validity of the results.
7. Name at least three accommodations categories. For each, give an example of an
accommodation and describe how it could support a student with a disability.
a. Presentation-books and materials with large print allow a student with a visual
disability see the words.
b. Timing and scheduling: breaking large tasks into smaller ones allows students
with comprehension difficulties to focus on a single section instead of a whole.
c. Setting: allow students to test in a separate room allows students who become
easily distracted to focus on the task.
8. Mrs. Watkins, a sixth-grade science teacher, typically lectures using PowerPoint while
students take notes. She assigns her students to read and answer questions from the
textbook, and requires them to conduct lab experiments by following written procedures.
She assesses her students using written tests. A student in her classroom has a learning
disability and reads at a third-grade level. Based on what you know about Mrs. Watkins
class:
Sandra Rounds 2
Iris Module
a. List at least three areas where this student might experience difficulty in her
classroom.
i. First a student who reads at a third grade level may not be able to read the
sixth grade textbook.
ii. Thus the student would not be able to follow the instructions for
performing the lab.
iii. Thirdly the student doesn’t have opportunities to show what they have
learned since most of the assessment opportunities are in written form.
b. Suggest at least four types of information that Mrs. Watkins can share in an
upcoming IEP meeting to help identify appropriate accommodations.
i. Student reads at a third grade level
ii. Provide information on how assessments are given
iii. Give example of the science book
iv. Provide the students strengths and needs
c. List at least two presentation accommodations and two response accommodations
the IEP team might identify for the student. Explain how these accommodations
might help.
i. The teacher could use books on tape for the student.
ii. Tactile graphics may allow the student to recognize information in graphic
form rather than in words only.
iii. The use of graphic organizers to organize information.
iv. The use of a recorder to record answers instead of writing in a text
booklet.
d. Based on the presentation and responses accommodations recommended above,
what tips might be helpful for Mrs. Watkins to maximize her student's success?
i. The teacher should allow the student time to practice using the new
accommodations and be aware that students using accommodation might
require more/less time to complete tasks.