Accommodations
Running head: ACCOMODATIONS
Checklist of Accommodations
Wade E. Bell
Western New Mexico University
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Accommodations
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Checklist for Accommodations
Accommodations are supports put in place for a student to be successful
within their educational curriculum setting (University of Kansas, 2002). The
most common accommodations at Lincoln Elementary are the use of idea webs
and diagrams to allow students to form their thoughts before beginning a writing
project. Within the creative writing program the GMCS (Gallup McKinley County
Schools) district adopted, called six traits, students are expected to write for ten
to twenty minutes a day to ensure they are gaining language acquisition through
written expression. Many of my students complete this task but must begin with
an idea web to explore their thoughts before beginning the process. After
students with special needs complete their idea webs or diagrams they must then
write their ideas in their journal. Another accommodation used for some students
at Lincoln is the use of Touch Math in counting numbers. Many students are
expected to remember addition, subtraction, and multiplication facts while doing
their math. A program I have used, called Touch Math, has children learning
touch points in place of memorizing facts. Students are still expected to do the
same work as their peers but due to short- or long-term memory deficits or
problems in sequencing they are able to use touch points with each number fact
to complete their math work. In many cases, the students completely understand
the concepts behind why they are doing the math and are usually faster and
more accurate at doing problems than their age-appropriate peers.
Even though idea webs and mathematical touch points have been
successful, the most effective accommodation used in the Lincoln setting is the
Accommodations
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use of technology to allow students to complete their written work. Lincoln has
made use of Type to Learn, a software program that allows students to work on
their typing skills so they can become better writers. When using this program
students are still required to write a coherent and creative essay but they may
use the computer versus a pencil and paper in the process. Many students in
the past have greatly disliked the paper and pencil process because of spelling
and legibility issues. However, with the development of skills in typing, students
have grown to appreciate the art of writing through the computer. Even though it
is very difficult to initially teach students keyboarding skills, the result of the effort
is that students do not struggle in writing as much because a computer, in their
mind, seems to be less intimidating than a pencil and paper in the writing
process.
Accommodations I would like to see within the Lincoln setting that could
be exploited are in the area of reading. Many students are able to read with their
age appropriate peers but are not given the opportunity because of learning
disabilities that may affect their processing speed or comprehension. Even
though our school has made great strides in reading to get children in inclusion,
the SFA (Success-for-All) reading program does not allow for accommodations to
be easily implemented. Teachers are so stressed for time and keeping on
schedule that they forget the reason for teaching reading is to benefit a child and
not a program. I have made some significant accommodations in my SFA room
such as allowing students to complete their work during recess and giving
opportunities for students to take books home that otherwise might not occur in
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other reading classes. Simple issues such as these should not be so difficult to
bring into a program as well developed as SFA but many teachers teach to the
letter of the program in SFA rather than its spirit to get students to learn.
Therefore, accommodations should be a focus for classes with children that have
students with special needs that could be given work and curricula identical to
their peers with minor accommodations to ensure their success within a program.
In the case of SFA, I have made some significant accommodations to meet my
student’s needs and have found over time that many of my children are now
being placed in reading grade levels far above their current age level.
In conclusion, accommodations are very important for schools that expect
success from each student. In the case of Lincoln Elementary, since my arrival
in the fall of 1999, many students have been given accommodations within their
general education environment that has ensured their continued placement
within that environment. For instance, teaching students to use touch points in
math versus remembering numerous facts that may cause the child to fail within
a general education setting could be the key to their success. However, as with
many other schools, Lincoln still has room to grow such as in the area of reading.
In this case, students with learning difficulties can have accommodations without
violating the structure of this well-developed program. Simple solutions such as
giving children a copy of a story to practice reading at home could be the answer
to allowing them to learn and remain with their peers within the general education
setting. Therefore, in every teaching situation, the student should be the focus of
Accommodations
the learning experience and if they need an accommodation to enhance their
learning they should be given that opportunity.
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Accommodations
Reference
University of Kansas. (2002). Checklist for accommodations. Retrieved on
November 4, 2002 from http://www.powerof2.org/modules/
accommodations/index.php3?id=3156
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