The educator uses a set of guiding questions to identify timing and scheduling accommodations for a student with a disability based on his or her individual learning strengths and needs. The educator then uses this information to inform their instructional plans.
This micro-credential, one of four in the Accommodations stack, addresses instructional and testing accommodations. It will focus on timing and scheduling accommodations.
Educators should understand that students with disabilities often encounter barriers when they access the general education curriculum. The Elementary and Secondary Education Act and the Individuals with Disabilities Education Improvement Act (IDEA) require that educators provide appropriate accommodations to students with disabilities to address these barriers. Careful consideration of a student’s strengths and needs can help guide the identification and selection of instructional and testing accommodations.
An accommodation is a change to instructional or testing procedures or materials that allows a student to fully access the information and to accurately demonstrate knowledge. It does not change the expectations of learning or the requirements of the task.
Accommodations are typically divided into four categories:
Using a set of guiding questions, the teacher will identify timing and scheduling accommodations for a student with a disability based on his or her individual strengths and needs. The teacher will then use this information to inform their instruction. Finally, the teacher and student will reflect on the effectiveness of the accommodation(s).
A description of each item and the criteria by which they will be evaluated are below. To earn the micro-credential, you must receive a "passing" evaluation for Parts 1, 3, and 4, and a "Yes" for Part 2.
Identify a student with a disability in your classroom. This would be a student that has difficulty learning or demonstrating knowledge within the same timeframe as other students. For example, a student who has difficulty staying focused might need frequent breaks. To preserve the identity of your students, be sure to use first names only or an alias.
Describe the student you selected, making sure to include:
Use the Timing and Scheduling Accommodations Worksheet to choose an accommodation that addresses the student’s needs. Describe your reasons for choosing the accommodation.
To earn this micro-credential, please submit the following:
Ask the student to submit a reflection about whether the accommodation was beneficial in accessing the curriculum or demonstrating knowledge. The student can submit the reflection in a format that accommodates his or her disability (e.g., written, audio), as well as his or her age.
Please note: Across your artifacts, you should preserve the identity of your students (e.g., redact names, do not use both first and last names).
The student's reflection should respond to the following:
After you implement the timing and scheduling accommodation, write a reflection that describes: