Accommodations & Modifications
A 504 plan is a legal document that outlines a plan of instructional services for students in the general education setting. Students with ADHD often have a 504 plan. While not an IEP, the document usually describes the types of accommodations that will be made for a student in school. This section contains articles that provide helpful information about 504s and various types of accommodations.
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A dyslexia expert observed her student trying to learn at school. She provides a fascinating behind-the-scenes description of his struggle. This article has numerous proven examples of differentiating instruction and accommodating a student to succeed.
Job Accommodations for People with Learning Disabilities
Practical suggestions for reasonable accommodations are offered for difficulties people with learning disabilities might encounter in the workplace. Ideas are provided for trouble with reading, writing, memory, hearing, organizing and spelling. If a specific problem is not included, read a method to evaluate the problem and propose a solution to the employer.
Making the Written Word Easier for Readers with Print Disabilities
Learn the answers to frequently asked questions about accessing e-text through the National Instructional Materials Access Center (NIMAC). Find out how to obtain e-text so that LD students can get printed material in the format they need.
Beyond "Getting the Answer": Calculators Help Learning Disabled Students Get the Concepts
When should a teacher allow students to use a calculator? Here is a look at what research shows about the when a calculator should be used- and when it should not be used. A flow chart is provided to help teachers make a choice about classroom calculator use.
Learn how to obtain instructional materials in electronic text for your students who are dyslexic. E-text makes textbooks and other materials usable by supported reading software. Get names and links of publishers and accessible media producers to find the E-text you need. And learn how to qualify your students and obtain materials produced by the National Instructional Material Accessibility Standard (NIMAS) system.
Accessible Textbooks: A Guide for Parents of Children with Learning Disabilities
If your child cannot read their textbooks, they need digital copies of their books. Schools now can use National Instructional Material Accessibility Standard (NIMAS) to get e-text. Learn the details that will help you advocate for your child so they can use NIMAS. And learn where to find the publishers and producers that provide e-text.
Organizational Problems and the Beginning of the School Year
Read techniques from Rick Lavoie to help your child get organized for new school year. Don't let their bedrooms and backpacks become black holes. They need effective systems and routines. Get them started right so they can remember their homework assignments, stick to deadlines, and develop organizational skills.
Taking the GED Tests: Requesting Accommodations
Do you want to take the GED Test? This article, by the General Educational Development Testing Service (GEDTS), tells you how to get the accommodations you need. Detailed information is provided on how to fill out the forms that document your needs.
Accommodations and Compliance Series: Employees with Learning Disabilities
Learn how to accommodate yourself on the job. This article has simple and time-tested strategies for being productive even if you have trouble reading, spelling, writing, or calculating numbers. Read about accommodations for difficulty speaking, organizing yourself, remembering, and managing time. Introductory information on learning disabilities is provided to help managers handle accommodation issues.
Read about the uses of assistive technology (AT) for people with learning disabilities in the workplace. The obligations of the employer and learning-disabled employee are summarized. Job Accommodation Network (JAN) can play a role in facilitating the process. Suggestions are given for commercially available and specialized devices that have an AT function. Links to additional information on AT are also provided.
Accommodations for Students with LD
The National Center for Learning Disabilities presents examples of accommodations that allow students with learning disabilities to show what they know without giving them an unfair advantage. Accommodations are divided into the following categories: how information is presented to the student, how the student can respond, timing of tests and lessons, the learning environment, and test scheduling.
Helping struggling readers in the general classroom is a challenge, but The Access Center offers a solution. By using Response-to-Instruction’s tiered approach and Universal Design’s equal access philosophy, you can bridge the gap so that you are truly leaving no child behind.
Assisting Students with Foreign Language Learning Difficulties in School
Students with language learning difficulties can learn foreign languages in school, when they have appropriate instructional modifications. This article looks at the kinds of students who may have difficulty successfully fulfilling a foreign language requirement in school, instructional methods that help, and additional adaptations at-risk students might need.
Assessment accommodations help people with learning disabilities display their skills accurately on examinations. Teachers, learn how to test the true knowledge of your students. Don't test their ability to write quickly if you want to see their science skills! Parents, these pointers will help you assure that your children are tested fairly.
Dyslexia and the Challenge of Using Today's Technology
How do people with dyslexia learn to use technology? Learn to solve the problems caused by dyslexia such as remembering passcodes and learning complicated tasks. Find out how to save time doing your work and find files in the computer
Special education students need to be convinced often of their capabilities and need to try out new skills with the benefit of a safety net. The greater their belief in the likelihood of their success, the greater their effort is likely to be. That increased effort generally will result in greater success, leading to greater effort. Once that cycle can be established, student achievement is more likely guaranteed. Following are two of the student success stories from this year.
The Chicago Office of the Office for Civil Rights developed these materials in response to numerous requests from educators, parents and advocates in Wisconsin to clarify the requirements of Section 504 of the Rehabilitation Act of 1973, as amended, in the area of elementary and secondary education.
Understanding the Differences Between IDEA and Section 504
Compare and contrast Individuals with Disabilities Act (IDEA) and Section 504. Topics include identification, eligibility, evaluation, responsibilities for providing a free and appropriate education (FAPE), and due process for disagreements between parents and schools.
Jane Quenneville - Mentor Teacher
This month our mentor teacher is Jane Quenneville, an assistive technology specialist for the Virginia Beach City Public Schools in Virginia Beach, Virginia. Jane, was most recently chosen as teacher of the year for the Special Education Annex, an itinerant group of professionals who serve students with disabilities. Jane began her career as an occupational therapist.
Requesting Academic Accommodations
When to speak up? What to say? And to whom? College students with disabilities must answer these questions as part of developing the self-advocacy skills important for succeeding. Learn more about the typical attitudes a student may encounter on campus, and help rehearse the best response strategy: a self-advocate's good communication skills.
