Special Education and Inclusion: Accommodations Term Paper

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Total Length: 1175 words ( 4 double-spaced pages)

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Each of these are defined by these authors as follows:

General curriculum alignment: "A team might decide that the student can benefit from placement in general education and participate in some or all of the curriculum. Although the child may receive extra help and remediation, he or she would essentially be evaluated with the same instruments and processes as other children in the class." (Price, Mayfield, McFadden and Marsh, 2001)

Adapted curriculum alignment: "At this level, the child's abilities and capabilities may be so discrepant from the peer group in the classroom that substantial alterations are required, such as adapting the curriculum and modifying requirements, expectations, and aspects of the environment. The child may work in the same curriculum strands as other students in the general education classroom, but at much lower levels in accordance with developmental ability." (Price, Mayfield, McFadden and Marsh, 2001)

Functional curriculum alignment: "It may be recognized that the child cannot meet any expectations of the general education curriculum, in which case an entirely different program would be developed to meet the needs determined by the IEP committee. This might involve different instructional materials, enabling the child to participate in the classroom with peers, and even to work selectively in certain group activities, but the child will be expected to achieve functional goals and objectives.

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" (Price, Mayfield, McFadden and Marsh, 2001)

The example provided for 'accommodations' for student with "Learning Disabilities" is stated as follows:

Capitalize on the student's strengths;

Provide high structure and clear expectations;

Use short sentences and a simple vocabulary;

Provide opportunities for success in a supportive atmosphere to help build self-esteem;

Allow flexibility in classroom procedures (e.g., allowing the use of tape recorders for note-taking and test-taking when students have trouble with written language);

Make use of self-correcting materials, which provide immediate feedback without embarrassment;

Use computers for drill and practice and teaching word processing;

Provide positive reinforcement of appropriate social skills at school and home; and Recognize that students with learning disabilities can greatly benefit from the gift of time to grow and mature." (Price, Mayfield, McFadden and Marsh, 2001)

SUMMARY and CONCLUSION

This work has demonstrated the various modifications and accommodations that may be viable for use in the inclusive classroom in order to further the learning potential for special education students. It is important to remember the advice of Williams (2001) who states that adaptations should be individualized based on the needs of each student. This is an area of educational provision that will require the teacher use critical thinking in determination of what best promotes the learning of special education students in the.....

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"Special Education And Inclusion Accommodations" (2007, May 27) Retrieved April 29, 2024, from
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