accommodations, modifications, and the common core edpl 625 common core and the special education...
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Accommodations, Modifications, and The Common Core
EDPL 625 Common Core and the Special Education Student, Chapter
8Lina Durazo and Marisol Guillen
21st Century Learning
• Using Universal Design for Learning (UDL)• Universal access design requires accommodations
for ALL students• Higher Level Text Complexity=• More and varied types of accommodations for
students with disabilities.• Common Core and IDEA
What is the intent of each?
• COMMON CORE• Culture of High Expectations• Supports and Services• Maintain Rigor while providing
Access for ALL Learners
• IDEA• Reach High Academic Standards• Supports and Accommodations• Enable Access to the General
Education Curriculum
Common Core and RigorMISCONCEPTION:• Rigor- Causes fear of failure• Effect- Content is reducedREALITY:• Rigor= High classroom expectations Instructional effectiveness High Assessment practices
Access, Support, and Accommodations• CCSS ELA Intro.: “Teachers are free to provide students with
whatever tools and knowledge their professional judgment and experience identify as most helpful for meeting the goals set out in the standards.”
• UDL (Universal Design for Learning) strategies and supports are not only acceptable, they are highly encouraged as a means of ensuring that Special Education students have maximum access to the curriculum.
Accommodations vs. Modifications• Accommodations= academic alternatives that do
not change the standards
• Modifications= academic alternatives that do change the standards
Determining UDL, Accommodations, and/or Modifications
1) Deconstruct the Standard2) Determine Essential Elements (based in individual
Needs)3) Determine UDL, Supports, Accommodation and/or
Modifications (see page 157)
Figure 8.2: Deconstruction of a Writing Standard
Figure 8.3: Determining Appropriate Accommodations While Preserving the Rigor of CCSS
Determining Individual Student Accommodations3 Accommodation Factors:• Essential Construct of Standard• Universal Access & Supports built in to lesson• Based on individuals’ needs• IEP Accommodations are guide
Lina Figure 8.4: Determining Accommodations
Examples of Accommodation Planning for Specific Students:
• Sammy, 8th grade, Autism
1. Reads at grade level2. Struggles with comprehension in reading and writing3. Difficulty organizing thoughts4. Unable to write coherent
assignments
Example of Accommodation Determination: Daniel
• Daniel, 3rd Grade, OHI (Other Health Impaired)
1. Difficulty telling time (to the hr. or half hr.)2. Impacts his ability to be
independent 3. Math Skills are average
Chapter Summary• Common Core= technology and
accommodations to ensure universal access• Universal Design for Learning= For ALL• Ultimate Goal= College and Career success (use many accommodations common in the workplace)
https://www.youtube.com/watch?v=Zd6d3uEAM-A