![]() If all or most of your students with disabilities have a certain accommodation or modification, you can start including that in all your lessons or on your assessments (more on that a little later) and making those supports available with your lesson materials. Common accommodations or modifications.You can sort the information into two groups. It can also help you ensure you’re meeting the needs of all the children in your class. Getting a complete picture of what all your students with disabilities will need this year can help you save time because, if there’s some overlap, you can make fewer plans for differentiating instruction. These are supports like extended time, reduced problem sets, and access to math charts or tools, a calculator, and text-to-speech.Īs part of your planning process, I recommend pulling all your students’ IEPs together and comparing and contrasting them, especially the sections noted above. Here you’ll see what accommodations or modifications ( they’re not the same thing!) a student needs to have equitable access to your general education classroom. Chances are they have resource-room time built into their schedule or pull-out services with a special education teacher during your class. For example, you may have a student who needs reading services in the special education setting. It lists both the service time and area a student in special education is legally entitled to and the location of those services. Later in an IEP, you’ll notice a section dedicated to documenting services a student receives. In addition to the academic areas, this section also discusses areas including attendance, communication, and social-emotional, study, and motor skills. It usually breaks down by major academic area and details areas of skill, deficit, or strength in reading, writing, and math. Sometimes referred to by the acronyms PLOP, PLAAFP, or PLP, it discusses the strengths, interests, preferences, and needs of a student. This first section explains a student’s current level of performance. Present level of educational performance.(To take a look at a sample IEP, visit the Oregon Department of Education’s website for copies of the Oregon Standard IEP form in multiple languages.) While these documents vary a bit from state to state, all should include the following sections. I’d like to point out three especially valuable sections in any IEP. ![]() It will be invaluable for you to able to consult about the needs of students you share throughout the year. Regardless of how you get the IEP, think of it as your first opportunity to build a relationship with that case manager. If it’s not, ask their case manager for a hard copy. It may be available digitally, if your school uses a learning management system. If a student in your class has an IEP, ask for access to that document and read through it. Tip 1: See if there are overlapping accommodations and modificationsĮach student in special education has an individual education plan (IEP) written by their special ed teacher, often referred to as a case manager, and developed in team meetings (which you can attend!). ![]() ![]() Here are three specific things to try this fall as you work to ensure the students with disabilities in your general education class receive the instruction they need. Setting up routines and procedures in the classroom will be as key as always this year. While interrupted learning can be due to a variety of factors, data is also pointing to another troubling trend: students in special education struggled to make academic proficiency gains more than same age/grade peers. We are just now processing research that shows the effects of interrupted learning during the pandemic gains in math and reading were lower than in a typical year, and BIPOC students and kids in high-poverty schools were affected the most. Every school year is unique, but the 2021–22 school year will bring specific challenges to the art of teaching due to COVID-19. ![]()
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