Accomodating special need students
Other modifications may involve changing the way that material is presented or the way that students respond to show their learning.
Adaptations, accommodations, and modifications need to be individualized for students, based upon their needs and their personal learning styles and interests.
means adapting, as appropriate to the needs of an eligible child under this part, the content, methodology, or delivery of instruction—(i) To address the unique needs of the child that result from the child’s disability; and(ii) To ensure access of the child to the general curriculum, so that the child can meet the educational standards within the jurisdiction of the public agency that apply to all children.
[§300.39(b)(3)] Thus, special education involves adapting the “content, methodology, or delivery of instruction.” In fact, the special education field can take pride in the knowledge base and expertise it’s developed in the past 30-plus years of individualizing instruction to meet the needs of students with disabilities.
Some examples of these additional services and supports, called supplementary aids and service The IEP team, which includes the parents, is the group that decides which supplementary aids and services a child needs to support his or her access to and participation in the school environment.
If the IEP team decides that a child needs a particular modification or accommodation, this information must be included in the IEP.
Supports are also available for those who work with the child, to help them help that child be successful.
As a teacher, you know how important it is to plan teaching strategies and activities that match young children's developmental needs and characteristics.
Children with a learning disability, speech or language disorder, hearing or visual impairment, physical disability, autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), or other type of impairment may need special accommodations or modifications in the classroom.