Instructional Accommodations
TRUE OR FALSE: When asking a student a question or requiring a task of them, you can offer them extra time for processing.
TRUE
TRUE OR FALSE: Preferential seating means seating the student wherever they prefer.
FALSE
Who should have a copy of the accommodations?
All teachers, parents/guardians and the student should have a copy of the accommodations and understand what they mean and how they will be implemented.
TRUE OR FALSE: If a student is receiving modifications, they may not receive accommodations.
FALSE: A student receiving a modified program may also receive accommodations.
FALSE: Develop modifications using the Ontario curriculum for the subject area.
TRUE OR FALSE: It is prohibited to give students photocopies of lesson notes as an accommodation.
FALSE! It is recommended!
TRUE OR FALSE: A student must always work in the same location as the class no matter what!
FALSE: Alternative work locations can be beneficial
How can you make sure that the accommodations are working and are being implemented?
Schedule time to check in regularly with the student to ensure he/she is getting the accommodations required.
Why might a primary/junior student have modified programming?
Modifications are documented on the IEP and in elementary schools for language and math often utilize curriculum of a different grade level.
What does SMART goal-setting stand for?
SMART is an acronym often used in the development of modified and alternative learning expectations to ensure they are Specific, Measurable, Attainable, Reasonable and Time limited.
Instructions can be offered orally and ____________ as an accommodation
What can you do to help a student gain a sense of autonomy in their assessments?
Offer options! Choice can help a student feel more self-directed in their learning
How should accommodations be developed?
Develop accommodations in consultation with the student, parents/guardians and all of the teachers who teach the student.
Why might a senior/intermediate student have modified programming?
At secondary schools, modifications usually involved changing the number and/or complexity of the regular curriculum.
TRUE OR FALSE: It is important to track progress.
TRUE: Develop a chart with the learning expectations to track progress.
A) SMALL
TRUE OR FALSE: A scribe will tell the student the answers.
FALSE: The student tells the scribe what to write VERBATIM.
Do you check the IEP box on a report card if a student is only receiving accommodations to access the regular curriculum?
NO
TRUE OR FALSE: Extra time on tests is a modification.
TRUE OR FALSE: Though learning goals may vary, teaching strategies should not vary from those used with the rest of the class.
FALSE: A teacher must determine the specific teaching strategies, which vary from those used with the rest of the class, for each learning expectation, considering the student’s strengths and needs.
How can you make information more easily interpretable?
A) Chunking
B) Colour Coding
C) All of the above
C) ALL OF THE ABOVE
TRUE OR FALSE: A student with "assistive technology" is therefore allowed to plug all the questions into CHATGPT.
FALSE: Plagiarism is unacceptable
TRUE OR FALSE: Only teachers should be consulted when developing accommodations.
FALSE! Utilize non-teacher professional reports and recommendations to develop accommodations.
MODIFICATION OR ACCOMMODATION: A student's learning goal for the unit differs from the curricular expectation for the grade-level and is different from their classmates' learning goal.
MODIFICATION
TRUE OR FALSE: Goals and learning expectations are FIXED once they are set and they should not be adjusted.
FALSE: Goals are typically formally assessed at reporting periods and new goals are set, but learning expectation goals can be adjusted up or down as needed throughout the term.