Step 1: Accounts of Students’ Strengths and Needs

After reviewing her confidential file (i.e. previous IEPs, test reports, grades,
A comments from previous teachers, previously administered assessments) it is
evident that Student X has learning needs in math (i.e. math computation and
application), reading (i.e. vocabulary) and writing (i.e. spelling).

Step 2: Demands of the Classroom on Students

This year Student X is enrolled in essential math (MEL3E), the literacy course
D
(OLC4O) and essential English (ENG3E) which presents academic demands in math
and reading/writing.

Step 3: Adaptations
There are mismatches between Student X’s learning needs and the demands of her
current courses. In making adaptations the mismatch can be bypassed, the
mismatch can be taught through, or remediation can be used to overcome the
mismatch.

The mismatch in math can be bypassed by the student using a calculator when basic
operations are not being assessed. To teach through the mismatch the teacher can
use manipulatives, highlight key words or operations (i.e. +, -), provide graph paper
to line up equations, provide additional repetition and guided practice of skills, use
strategies to enhance recall (i.e. mnemonics), reduce questions or tasks required to
A assess a concept or skill, and give extra time for tests. To overcome the mismatch
by remediation the classroom teacher or Special Education Teacher can work with
Student X using the Gap Closing math resources (EduGains).
The mismatch in English can be bypassed by allowing the student to use assistive
technology such as a spell-check device or screen readers. Other bypass strategies
can include allowing oral responses or diagrams/visual illustrations instead of
written expression. To teach through the mismatch the teacher can highlight key
terms in instructions, use graphic organizers/templates, chunk assignments, extend
time to complete assignments, and reduce the amount of reading and writing
required. To overcome the mismatch by remediation the teacher can, for an
example, directly teach spelling/grammar and vocabulary.

Step 4: Perspectives and Consequences

The adaptations need to be considered from many perspectives (i.e. the student
P with special needs, other students, parents, teachers). The Special Education
Teacher can meet with Student X and consider her thoughts and feelings about the
accommodations. Accommodations should be discussed with classroom teachers
 and important questions addressed (i.e. How do the other students feel about the
accommodations? How feasible are the accommodations in the classroom?). When
the IEP is sent home for parent approval (i.e. signature), the Special Education
Teacher can follow up phone call to discuss the accommodations on the IEP.

Step 5: Teach and Assess the Match

Once teachers have had an opportunity to teach Student X the adaptations need to
be assessed (i.e. How well did the adaptations overcame the mismatch between
student needs and the classroom demands?). Classroom teachers could use an
T
accommodation log that is personalized for Student X and document the learning
outcomes. The Special Education Teacher should continue to follow-up with
teachers to discuss the effectiveness of the accommodations (e.g. via a short
report) and make adjustments to the IEP as necessary.