Leveling the Playing Field
Do We Over Accommodate?

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In This Issue ...

Circulation: 98,627
ISSN: 1538-320
May 10, 2016

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  • When may a child have accommodations?
  • What accommodations are appropriate?
  • Must a teacher always provide accommodations?
  • Are there circumstances when providing accommodations that may lead to problems?

Some teachers say they don't favor modifications, because they are "unfair."

Some feel if they let students get by with not doing homework or classwork, they will accept accommodations rather than working to their potential.

Others assert that teachers must modify instruction to meet individual needs.

In this issue of the Special Ed Advocate we share a debate about accommodations and modifications - questions, opinions, and emails with you.

We hope you will forward this issue to other friends, families, or colleagues.

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If Teachers Over Accommodate, Do Students Under Perform?

"If the child would do his homework and classwork, he wouldn't need accommodations," says a charter school teacher.

When the Special Education Director asked her to modify lessons to accommodate students, read her response in Do We Over Accommodate? Teachers Debate Accommodations and Modifications.


Must Teachers Make Individual Modifications? Join the Debate

Another teacher asks...

Should a teacher modify instruction to meet individual needs?

This teacher answers with a resounding "Yes." Of course teachers must make modifications.

Do you you agree? Where would you stand in this debate? Vote here.



Do Accommodations = Low Expectations?

If an accommodation or modification is marked in the IEP, is the regular ed teacher required to include that accommodation on every test or activity they create?

Read Pete's answer to a teacher's question - and learn his "big gripe" about special education in Must Teachers Provide Accommodations & Modifications in the Child's IEP?

Wrightslaw: All About IEPs

Accommodations in the Classroom and on Tests

When people with disabilities do not receive accommodations, the tests they take often measure the impact of their disabilities, not what they know.

Chapter 6: Progress, Accommodations, Modifications, and Alternate Assessments, p. 51, Wrightslaw: All About IEPs.

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