Benefits Of Accommodations In General Education

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1. Accommodations are designed to help students with disabilities demonstrate their knowledge; they do not alter the expected level of performance. On the other hand, modifications change the material being presented or the expectations of what the student will do.

2. Accommodations should never be automatically assigned to students based on their specific disability; they don’t come as a “packaged deal.” When deciding on the proper accommodations, the needs of the student must be considered and discussed in great detail. Also, it is important to look at the supports that may be needed in material presentation, time, setting, and response.

3. General education teachers are required to allow students to use the accommodations listed in their
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The purpose of the IEP is to clearly identify the strengths and weaknesses of a student, pinpoint the skills that are to be gained over the course of the school year, and decipher the necessary services, accommodations, and modifications needed to help that student succeed in the general education classroom.

6. The IEP should be the product of a collaborative effort between the various IEP team members. Each member is encouraged to provide as much input as possible.

7. The present levels of performance should include all aspects of the student’s performance in academics, behavior, related services, and functionality. To be effective, they must be very specific and include as many details as possible.

8. The goals and objectives listed in an IEP should be based on the present levels of performance. One method for writing goals is to use the SMART method. SMART stands for: specific, measurable, action based, realistic/relevant, and time limited.

9. The IEP should be written with enough detail and clarity that anyone could pick it up and understand information about the specific student and the educational expectations in place. By being this specific, the student won’t suffer from unanticipated events (moving, different teacher, etc.) and have to start all the way back at square one if these things were to
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Grading is one of those areas that I’m definitely not extremely excited about when I think about my future in teaching. I feel that there is often a lot of pressure on grading; it directly affects every child and often comes with consequences. This being said, I will definitely need to make sure that my system of grading is as accurate and appropriate as possible. There are many different approaches of grading, but at the end of the day, the system I choose must be able to serve and evaluate all learners regardless of where instruction is provided.
Chapter 14 discussed how to develop an effective IEP, describing the various elements included in great detail. I found this information to be extremely helpful as a future special education teacher. After all, IEPs guide instruction for students with disabilities. For this reason, I believe that IEPs must be written carefully and accurately so these students have a solid plan in place to help them grow and progress in needed areas. While collaborating with team members and developing the IEP, the present levels of performance are described in great detail, the goals and objectives are written to clearly address student weaknesses, the progress monitoring tools are examined, the accommodations are considered, and the transition plan is discussed. Understanding each of these components will be an important part of my job. I want to make sure my students are given the best opportunity

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