Presentation Accommodations The educator identi fi es presentation - - PDF document

Presentation Accommodations

The educator identifies presentation accommodations for a student with a disability based on his or her individual learning strengths and needs.

Key Method

The educator uses a set of guiding questions to identify presentation accommodations for a student with a disability based on his or her individual learning strengths and needs. The educator then uses this information to inform his or her instructional plans.

Method Components

This micro-credential, one of four in the Accommodations stack, addresses instructional and testing

• accommodations. It will focus on presentation accommodations.

Educators should understand that students with disabilities often encounter barriers when they access the general education curriculum. The Elementary and Secondary Education Act and the Individuals with Disabilities Education Improvement Act (IDEA) require that educators provide appropriate accommodations to students with disabilities to address these barriers. Careful consideration of a student’s strengths and needs can help guide the identification and selection of instructional and testing accommodations.

What is an accommodation?

An accommodation is a change to instructional or testing procedures or materials that allows a student to fully access the information and to accurately demonstrate knowledge. It does not change the expectations of learning or the requirements of the task.

Types of Accommodations

Accommodations are typically divided into four categories: Presentation accommodations Response accommodations Setting accommodations Timing and scheduling accommodations

How can educators identify and select accommodations to address the needs of individual students?

Using a set of guiding questions, the teacher will identify presentation accommodations for a student with a disability based on his or her individual strengths and needs. The teacher will then use this information to inform their instruction. Finally, the teacher and student will reflect on the effectiveness of the accommodation(s).

Supporting Research

Thompson, S. J., Morse, A. B., Sharpe, M., & Hall, S. (2005). Accommodations manual: How to select, administer, and evaluate use of accommodations for instruction and assessment of students with

• disabilities. Washington, DC: Council of Chief State School Officers. Retrieved from

https://osepideasthatwork.org/sites/default/files/AccommodationsManual.pdf Beech, M. (2010). Accommodations: Assisting students with disabilities, 3rd Ed. Tallahassee, FL: Bureau

• f Exceptional Education and Student Services, Florida Department of Education. Retrieved from

http://www.fldoe.org/core/fileparse.php/7690/urlt/0070069-accomm-educator.pdf Cortiella, C. (2005). No Child Left Behind: Determining appropriate assessment accommodations for students with disabilities. Retrieved from http://mail.advocacyinstitute.org/resources/NCLDbriefsAccommodations.pdf

Resources

Understanding Accommodations http://iris.peabody.vanderbilt.edu/?p=120574 This resource describes adaptations and the differences between accommodations and modifications. Types of Accommodations http://iris.peabody.vanderbilt.edu/?p=120575 This resource describes and provides examples of instructional and testing accommodations. Presentation Accommodations http://iris.peabody.vanderbilt.edu/?p=120577 This resource describes and provides examples of presentation accommodations. Tips for Providing Accommodations http://iris.peabody.vanderbilt.edu/?p=120581 This resource describes ways to maximize students’ success with accommodations. Examples of Presentation Accommodations http://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf_micro_credentials/iris- accommodations_pres_ex.pdf This table suggests accommodations to address a variety of presentation barriers. IRIS Presentation Accommodations Worksheet http://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf_micro_credentials/iris- accommodations_pres_ws.pdf This worksheet will help guide educators through the process of identifying and selecting accommodations to address the needs of an individual student.

Submission Guidelines & Evaluation Criteria

A description of each item and the criteria by which they will be evaluated are below. To earn the micro- credential, you must receive a "passing" evaluation for Parts 1, 3, and 4, and a "Yes" for Part 2.

Part 1. Overview Questions

(200-word limit) Identify a student with a disability in your classroom. This would be a student who has difficulty in a typical classroom setting accessing information or demonstrating knowledge. For example, a student might have difficulty reading the textbook or understanding what he or she read. To preserve the identity of your students, be sure to use first names only or an alias. Describe the student you selected, making sure to include:

• A description of the student (i.e., age, gender, first language)
• A description of the student's disability category
• Student strengths (include a minimum of three)
• What the student is having difficulty with (e.g., skills, content areas)

Passing: The response describes the student and includes his or her age, gender, and first language; describes the student’s disability category; lists at least three student strengths; and specifies the skills and/or content areas the student is having difficulty with.

Part 2. Work Examples / Artifacts

Use the Presentations Accommodations Worksheet in the Resources section to choose a setting accommodation that addresses the student's needs. Describe your reasons for choosing the accommodation. To earn this micro-credential, please submit the following: The completed Presentation Accommodations Worksheet (found in the Resources section) Use the worksheet to choose an accommodation to implement with the student. Identify the accommodation you selected and describe in detail: Why you chose the accommodation.

• The student difficulty or barrier the accommodation will address.
• When this accommodation will be implemented (e.g., in what subject or class; during whole-

group, small-group, or individual instruction).

• The types of student outcomes you expect to see after implementing the accommodation.
• How you will determine whether the accommodation was effective (hint: how you will measure

the change in the student’s performance). It is recommended that you implement the accommodation and collect data over 4 – 6 sessions (e.g., class periods, lessons) "Yes" "Not Yet" Accommodation Rationale The reasons given are clear and align with the information

• n the worksheet

The reasons given are not clear and/ or do not align with the information on the worksheet. Barrier Description The difficulty or barrier is clearly described and is one that would require a presentation accommodation (vs. another kind of accommodation) The difficulty or barrier is not clearly described and/or is not

• ne that would require a

presentation accommodation. Context or Setting Description The context or setting in which the accommodation will be implemented is clearly described. The context and/or setting in which the accommodation will be implemented is unclear

• r is not appropriate.

Expected Outcomes The student outcomes reflect realistic expectations and are measureable. The student outcomes are unrealistic and/or are not measureable. Measurement of Effectiveness The measurement method described is one that will

• bjectively demonstrate

improved performance. The measurement method described is subjective and/or is inappropriate.

Part 3. Student Reflection

(300-word limit)

Ask the student to submit a reflection about whether the accommodation was beneficial in accessing the curriculum or demonstrating knowledge. The student can submit the reflection in a format that accommodates his or her disability (e.g., written, audio), as well as his or her age. Please note: Across your artifacts, you should preserve the identity of your students (e.g., redact names, do not use both first and last names). The student's reflection should respond to the following:

• How did you feel about the new way the teacher presented information?
• Do you think it helped you learn or behave better in class?
• Would you like your teacher to continue to present information in this way? Why or why not?

Passing: Response indicates whether or not the student liked the accommodation (taking into account age and disability). Response also indicates whether or not the student found the accommodation helpful (taking into account age and disability) and whether student wants to continue using the accommodation and describes his or her reason(s).

Part 4. Educator Reflection

(300-word limit) After you implement the presentation accommodation, write a reflection that addresses the following:

• How easy or hard it was to implement the accommodation.
• The student’s reaction to the accommodation.
• Whether the accommodation improved student performance, based on the data you collected.

a)If yes, describe how the student’s performance improved. b)If not, i) How did you determine that the student’s performance did not improve? ii)Why do you think the accommodation was not effective? iii)What would you do differently next time?

• Additional presentation accommodation(s), if any, you could incorporate in the future for this student.

Explain your reasoning. Passing: Response gives a clear indication of the difficulty of implementation, including the time and/or resources required to implement the accommodation. Response also clearly describes whether or not the student was receptive to the accommodation. If the accommodation improved student performance, the educator's response describes the progress made, using the data to support the claim. If it did not, the educator's response describes a lack of progress, using the data to support the claim. Additionally the response provides one or more reasons for lack of success, describes a change in accommodation or in implementation, and clearly describes one or more presentation accommodations that could address the student’s need (per the worksheet or additional information gathered during implementation). Reasoning explains why the additional accommodation(s) would be appropriate and/or successful.

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