accommodation
Who can you go to, to help meet your needs?
teacher, case carrier, Mr. Wenger, Miss Martha, Parents, friends/classmates
What accommodation would be good for them and how can they advocate for themselves?
wear tinted glasses/ sunglasses inside./ dim lights
student has a hard time making eye contact with others because this makes them feel uncomfortable. how can they advocate for themselves in this situation?
student can explain to others about their characteristics (communication style) explain how making eye contact makes him feel.
STUDENT HAS A HARD TIME FOCUSING ON THE LESSON WHILE TAKING NOTES AT THE SAME TIME. THEY HAVE A HARD TIME REMEMBERING WHAT THE TEACHER JUST SAID FROM THE LESSON.
WHAT ACCOMMODATIONS MIGHT BE HELPFUL FOR THIS STUDENT?
NOTE TAKING ASSISTANCE, PROVIDING THE NOTES BEFORE OR AFTER CLASS.
STUDENT HAS DIFFICULTY PARTICIPATING IN WHOLE GROUP ACTIVITY WHEN NOT PROVIDED WITH PRIOR NOTICE. HOW CAN STUDENT ADVOCATE FOR THEMSELVES?
STUDENT CAN ASK TEACHER TO GIVE THEM A HEADS UP/ADVANCE NOTICE OF ANY GROUP PROJECTS AND CLASS DISCUSSIONS
what are some examples of some accommodations?
using audiobooks to help with reading
sensory breaks
visual schedules
breakdown large assignments into smaller assignments
student is overwhelmed by loud environments. there is a rally coming up in march what accommodations can be set in place for this student and how can they advocate for themselves?
access to a calm/quiet space during the rallies/.
advocacy varies:
Student has trouble/may get confused working independently or may have hard time keeping up with assignment if teacher does not check-in with them during the period. What accommodations can be made for this student and how can they advocate for themselves?
Regular check-ins with student maybe extremely helpful for this student.
they can let teacher know about their learning styles and ask teacher that checking in with them may help them throughout the period because it allows them to refocus and understand what is being asked of them.
WHEN GIVEN VERBAL INSTRUCTIONS STUDENT HAS A HARD TIME REMEMBERING WHAT IS ASKED OF THEM.
WHAT ACCOMMODATION WOULD BE HELPFUL FOR THIS STUDENT?
HOW CAN THEY ADVOCATE FOR THEMSELVES?
PROVIDE WRITTEN INSTRUCTIONS FOR THE STUDENT
ADVOCACY VARIES:
STUDENT FEELS DIS-REGULATED WHEN THEIR ARE CHANGES TO DAILY SCHEDULE/AGENDA. WHAT ACCOMMODATIONS MIGHT BE HELPFUL FOR THEM AND HOW CAN THEY ADVOCATE FOR THEMSELVES?
STUDENT CAN ASK TEACHER TO GIVE NOTICE OF ANY CHANGES AS EARLY AS POSSIBLE
ask teacher before class
email teacher
set up a time to meet with teacher
ask other provider if they can help you contact case carrier or teacher.
student has a hard time sitting for long periods at a time what accommodation might be made for this student and how can they advocate for themselves
opportunities for breaks
Advocacy varies:
STUDENT IS NON VERBAL WHAT ACCOMMODATIONS CAN BE MADE FOR THEM? HOW CAN THEY ADVOCATE FOR THEIR NEEDS?
ACCESS TO AAC, WRITTEN MODE OF COMMUNICATION, SIGN LANGUAGE ETC
ADVOCACY CAN VARY
WHAT ACCOMMODATION MIGHT BE HELPFUL FOR THEM?
HOW CAN THEY ADVOCATE FOR THEMSELVES?
EXTENDED TIME ON AN ASSIGNMENT, TEST/QUIZZES OR PROJECT
ADVOCAY VARIES:
what are some prompts you can use that will help get your message across
"I am having a hard time _____ per my IEP can I ____"
would it be possible to meet with you when you have time to discuss my accommodations per my IEP
Mr./Mrs. can we please discuss my accommodations per my IEP
Student has an upcoming test this Friday. they know that they have a hard time staying focused when they are around other students (loud noises and movement might be distracting) what accommodations might be helpful for this student and how can they advocate for themselves?
Take test in different area (quiet space) away from large groups of people.
How can they advocate for themselves?
student needs extra time to process information. Teacher calls on student and expects a quick response?
what accommodation can be set in place to help student?
how can student advocate for themselves?
extra processing time:
ADVOCACY VARIES:
STUDENT HAS A PROJECT DUE IN THE NEXT MONTH THEY ARE HAVING A HARD TIME COMPLETING THE ASSIGNMENT BY THE DUE DATE AND DOES NOT REMEMBER THE DIRECTIONS BECAUSE THEY WERE GIVEN TO THEM VERBALLY.
HOW CAN THIS STUDENT ADVOCATE FOR THEMSELVES?
STUDENT CAN ASK FOR EXTENDED TIME TO COMPLETE THE PROJECT AND FOR WRITTEN DIRECTIONS
GIVE ALL EXPECTATIONS AND INSTRUCTIONS IN WRITING AND LET STUDENT KNOW EXPECTATION PRIOR STARTING ASSIGNMENT AND CHECK-IN FREQUENTLY WITH STUDENT.
What is an accommodation?
How School and my teacher adapt, adjust, or change the physical environment, instruction or service for me so that I can learn at an equal level as other students.
Student is visually stimulated by large amounts of information on assignments. They have a hard time focusing attention on multiple tasks at a time What would be helpful for them and how can they advocate for themselves?
Reduce amount of information on assignments/ color code assignments
advocacy may vary:
student has a hard time focusing and managing his time when presented with multistep directions verbally. It can become extremely overwhelming to remember multistep directions and therefor may forget what they need to do. How can the teacher accommodate their lesson for this student?
how can this student advocate for themselves?
teacher can make sure that student is provided with list of instructions in writing
or give students one direction at a time
ADVOCACY VARIES:
STUDENT CAN ASK FOR A VISUAL SCHEDULE OR ASK TEACHER TO SET A TIMER THAT WILL ALERT THEM WHEN IT IS TIME TO TRANSITION TO DIFFERENT TASK
STUDENT FEELS ANXIOUS WHEN CALLED ON DURING CLASS. SHE IS UNABLE TO ANSWER THE QUESTION BECAUSE OF HER ANXIETY. WHAT ACCOMMODATIONS CAN BE MADE FOR THIS STUDENT AND OR HOW CAN THEY ADVOCATE FOR THEMSELVES.
ADVOCACY VARIES