Accomadating instruction for individual

Posted by / 12-Sep-2019 15:30

Accomadating instruction for individual

Regular education teachers are especially challenged, if, on top of educating 25-30 regular education children, they are then asked to make these modifications for special education students that suddenly appear in their classroom without much warning or preparation.

Regular education and special education teachers alike are often challenged when asked to make changes for the special learners put into their charge.

Additionally, instead of singing he tends to yell in a loud monotone.

Instead of thinking of all kinds of reasons not to include the student, a teacher faced with this very problem gave the student a flag matching the country from where a song was being sung.

At first, due to the challenges the student faces it may appear that this is not a good inclusion decision.

For example, instead of standing still with the other students while singing, he paces about the room.

Three immediate benefits arise when children engage as peer buddies, teaching assistants, peer tutors, or otherwise help others.

The students helping others gain a firmer grasp of the knowledge as they think about how to explain it to others.

As a result I "cheated" by using a slide rule type of contraption for multiplication.

In fact, I have found that most accommodations are actually extensions of good teaching practice. For example, an instructor could reduce the number of spelling words that must be learned at a given time.

For example, an accommodation asked of me was to provide a student with autism in my computer class with an advance organizer. Instead of testing on 20 new spelling words each Friday, consider reducing the requirements to 10 new items.

After researching into and developing accommodations I have found it useful to classify accommodations under nine different domains (Deschenes, Ebeling, and Sprague, 1994). Some parts of the task may be learned faster or slower than what is normally expected.

Categorizing academic accommodations into these categories makes it easier for me (and I suspect others) to best match what we offer and require of our students to their needs and abilities. Many students on the autism spectrum have challenges with executive function.

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While it may be ideal for a student to be able to perform mathematical functions in their head, being able to accurately use a calculator is better than no math skills at all.