Module 3: Audio 3.1
Making decisions about which accommodations to use for instruction is no easy task! There is a lot to think about: the student's needs, the classroom environment, and the IEP. Needless to say, it takes a lot of work to put instructional accommodations into practice. But it may be helpful to remember that no decisions about accommodations are permanent – accommodations can always be adjusted to suit the needs of the student and whatever seems to work best.
We saw Emma's special and general education teacher talk about possible instructional accommodations. Because Emma has limited reading skills, she may be unable to access math content in the textbook or on assessments. Emma's teachers suggested that Emma listen to an audio version of her math text, and receive a read aloud accommodation on classroom assessments. Accommodations may help Emma overcome "barriers" to learning.
A next step for Emma's teachers is to make a plan to evaluate whether the instructional accommodations are working as intended. Keep following Emma's story to learn what happens next!