accommodations, modifications, and the common core edpl 625 common core and the special education...

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