and modifications will be made in the mainstream classroom if at all possible

Accommodations are additional services or materials that are needed in order for a student to learn successfully. Headphones, counting sticks, and time in the resource room to complete homework are all be examples of accommodations. Modifications refer to changes made to curriculum or course objectives in order to compensate for a student's inability to achieve the norm. Exempting a student from writing a research paper and assigning him a one page book report instead, is an example of a modification.

Three types of disability tend to surface more frequently during an IEP staffing. "Pervasive Developmental Disorder" (also known as Autism Spectrum Disorder), is a term used to identify a cluster of developmental conditions that involves impaired communication and social development. PDD includes Asperser's and Autism. Both of these disorders are usually diagnosed during the elementary years. Attention Deficit Hyperactivity Disorder (ADHD) is another disability that the mainstream teacher should be aware of. Students with ADHD have deficits in areas of attention span, hyperactivity and impulsivity. Latest research suggests that one to three out of every 30 children in a given classroom will be diagnosed with ADHD [1].

In January of 2001 the No Child Left Behind Act (NCLB) was enacted by Congress based upon a plan by President Bush to ensure equal opportunities for every child to succeed academically. Its provision included a standardized set of learning objectives and a normative assessment process to test every child to determine whether educational objectives were being met.

In theory, the provisions of the NCLB should make it easier to identify those students who should be referred for further evaluation under the provision of IDEA. In order for the referral process to work, teachers must be aware of the No Child Left Behind Act and the way in which it dovetails with the process of identifying and providing services for disabled students.

Faculty members who are either new or have little experience in working with special students can be at a definite disadvantage when asked to participate in an Individual Educational Plan for a disabled student. By educating themselves in SEN terminology, and having a rudimentary knowledge of the process of identifying and addressing the needs of disabled students, a teacher can come to an IEP staffing prepared to be an invaluable asset.

.
Footnote:

1. http://www.additudemag.com/adh d-web/article/623.html

Learn more about this author, Dr. Deborah Bauers.
Click here to send this author comments or questions.

• << previous page
• 1
• 2
• 3

---

Add your voice

Know something about Special education terms and procedures all new teachers should know?
We want to hear your view. Write now!