Information of Special Educaiton

Examples of Supplementary Aids and Services

From the Maryland Coalition for Inclusive Education 12/00 http://www.mcie.org

Environmental/physical accommodations/modifications

v Providing preferential seating

v Altering physical arrangement of classroom

v Reducing distractions

v Providing quiet corner/room

v Modifying equipment

v Adapting writing utensils

v Allowing use of study carrel

v Providing assistance in maintaining uncluttered space

v Providing space for movement or breaks

Instructional modifications

v Teaching to learning style

v Modifying materials

v Providing resource room instruction

v Providing one to one instruction

v Varying method of instruction

v Varying content of lesson

v Providing alternative assignments

v Providing extra visual and verbal cues and prompts

v Providing study sheets

v Conducting as assistive technology evaluation

v Providing augmentative communication devices

v Allowing use of computer and calculator

v Allowing use of tape recorder

v Providing books on tape

v Providing textbooks for at home use

v Providing notetaker or teacher outlines, study guides

v Modifying workload or length of assignments/tests

v Modifying time demands

v Allowing additional time for assignments and tests

v Allowing answers to be dictated

v Providing word bank

v Providing hands-on activities

v Providing highlighted materials

v Allowing use of manipulatives

v Giving no penalty for spelling errors, sloppy handwriting

v Providing adapted physical education

v Following routine or schedule

v Alternate quiet and active time

v Teach management skills

v Assign specific tasks within specific time period

Social/behavioral interventions/supports

v Providing immediate feedback

v Allowing rest breaks

v Conducting functional behavioral analysis

v Implementing behavioral intervention strategies

v Implementing behavior modification plan

v Developing crisis intervention plan

v Using varied reinforcement system

v Providing circle of friends

v Provide peer buddies

v Provide counseling

v Providing verbal and visual cues regarding transition

v Providing verbal and visual cues regarding directions or staying on task

v Providing study skills instruction

v Providing management skills instruction

v Providing agenda book

v Providing visual daily schedule

v Adjusting assignment timelines

v Providing checklists

v Giving notice, warning before change in activities

v Allowing daily check-in with case manager or special education teacher

Staff supports/collaboration

v Enhanced staffing

v Providing one on one aide

v Instituting Co-teaching arrangement

v Designating adult staff member to listen and provide support

v Providing small group instruction

v Using cooperative learning groups

v Providing staff development

Testing Accommodations

v Allowing answers to be dictated

v Allowing frequent rest breaks

v Allowing additional time

v Allowing oral testing

v Giving no timed tests

v Giving choice of test (multiple-choice, essay, true-false)

v Accepting short answers

v Allowing open book or open note tests

v Shortening test

v Reading test to student

v Providing study guide prior to test

v Highlighting key directions

v Giving test in alternative site

v Allowing calculator, word processor

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INCLUSION IN EDUCATION:

A CHOICE FOR YOUR CHILD

Do you know that many students with disabilities are successfully learning and joining in the same classroom with their friends and neighbors who are not disabled? Inclusion is possible for ALL students, including YOUR child. The key to success for inclusion is to build the services and supports necessary to insure a good program.

Inclusion means:

1. Educating all children with disabilities in regular classrooms regardless of the nature of their disabling condition(s).

2. Providing all students enhanced opportunities to learn from each other’s contributions.

3. Providing necessary services within the regular schools.

4. Supporting regular teachers and administrators (e.g., by providing time, training, teamwork, resources, and strategies).

5. Having students with disabilities follow the same schedules as non-disabled students.

6. Involving students with disabilities in age-appropriate academic classes and extracurricular activities, including art,

music, gym, field trips, assemblies, and graduation exercises.

7. Students with disabilities using school cafeteria, library, playground, and other facilities along with non-disabled students.

8. Encouraging friendships between non-disabled and disabled students.

9. Students with disabilities receiving their education and job training in regular community environments when appropriate.

10. Teaching all children to understand and accept human differences.

11. Placing children with disabilities in the same schools they would attend if they did not have disabilities.

12. Taking parents’ concerns seriously.

13. Providing an appropriate individualized educational program.

INCLUSION DOES NOT MEAN:

1. It does not mean “dumping” students with disabilities into regular programs without preparation or support.

2. It does not mean providing special education services in separate or isolated places.

3. It does not mean ignoring childrens’ individual needs.

4. It does not mean jeopardizing students’ safety or well being.

5. It does not mean placing unreasonable demands on teachers and administrators.

6. It does not mean ignoring parents’ concerns.

7. It does not mean isolating students with disabilities in regular schools.

8. It does not mean placing students with disabilities in schools or classes that are not age-appropriate.

9. It does not mean requiring that students be “ready” and “earn” their way into regular classrooms based

on cognitive or social skills.

Information from:

Advocacy Board; Center on Human Policy; Syracuse University; Syracuse, NY 13244-2340

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Twenty-Two Services Available in the Regular Classroom for

Section 504 Eligible Students

by Reed Martin, Esq.

(Taken from Advocating For Your Child with AD/HD & LD Manual)

Section 504 entitles students to a wide range of services -- provisions of regular OR special education AND related aids and services [34 C.F.R. 104.33(b)(1)].

That 1991 USDOE "Joint Policy Memorandum" suggests, as an example, twenty-two services that must be available in regular classrooms for Section 504 eligible students. The services are in a two paragraph list of options in the Memorandum, which we have broken out and listed separately:

"(a) Providing a structured learning environment.

(b) Repeating and simplifying instructions about in-class assignments.

(d) Supplementing verbal instructions with visual instructions.

(e) Using behavioral management techniques.

(g) Modifying test delivery.

(h) Using tape recorders.

(i) Computer aided instruction.

(j) Other audio-visual equipment.

(k) Selecting modified textbooks.

(l) Selecting modified workbooks.

(m) Tailoring homework assignments.

(n) Consultation with special education.

(o) Reducing class size.

(p) Use of one-on-one tutorials.

(q) Use of classroom aides.

(r) Use of classroom note takers.

(s) Involvement of a services coordinator to oversee implementation of special programs and services

(t) Possible modification of nonacademic time such as lunchroom.

(u) Possible modification of nonacademic time such as recess.

(v) Possible modification of nonacademic time such as physical education."

The Memorandum makes clear that this list is not exclusive. There are obviously other examples of services that would have to be made available under Section 504.

This information is educational and not intended to be legal advice.

Reed Martin is an attorney with 30 years experience in special education law. More information about Reed can be seen at www.reedmartin.com

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Accommodations & Modifications Fact Sheet

Every child with a disability has a right to attend regular education classes and to have accommodations and modifications so they can be successful in those classes. These can include changes in the method of instruction, the curriculum, and the environment. Accommodations and modifications are important tools for a child to successfully accomplish Individual Education Plan (IEP) goals and objectives and participate actively with other students in classroom and school activities.

Accommodations are changes in how a student accesses information and demonstrates learning. Accommodations do not substantially change the instructional level, content, or performance criteria. The changes are made in order to provide a student with equal access to learning and equal opportunity to show what he or she knows and can do. Accommodations can include changes in the following:

• important words and phrases highlighted

Deciding which accommodations and/or modifications to use depends on the assignment and the needs of the individual student. For example, a particular student may need more time to take English tests and also need to use a calculator for all math assignments. When the appropriate adaptations are made to how/or and what the student is learning, he or she has true access to the general education curriculum.

Accommodations and modifications are types of adaptations that are made to the environment, curriculum, instruction, or assessment practices in order for students with disabilities to be successful learners and to participate actively with other students in the general education classroom and in school-wide activities.