Accommodating physically impaired classroom

In this report we describe our decision-making process, and we explain innovative changes that we made to course requirements, learning activities, class discussions, and assignments.

We also describe the responses of our students to these modifications, considering the outcomes for the classes as a whole as well as for the student with disabilities.

At this meeting, be sure to explore the most commonly used audio technologies to learn what can be done to help your child.

Classroom technologies for children with hearing loss include FM systems, induction loop systems, and remote microphones, among others.

However, as we began to interact with Michael, we discovered that we also had disabilities, that is, impairments in our thinking about how to teach our students.

Many of the instructional methods that we were accustomed to using were simply not feasible for Michael; they often left him watching from the sidelines.

Disabilities are very individual and eligibility for services must be determined on an individual basis.

Section 504 of the Rehabilitation Act of 1973 Section 504 is an equal rights law for people with disabilities.

In this case study we examined how student engagement theory could be used as a basis for making decisions about appropriate accommodations to meet the needs of a student with multiple physical disabilities.

University of Nevada, Las Vegas In recent years, NICHCY has received an increasing number of requests for information on how to make adaptations and accommodations for students with disabilities in both general and special education classrooms.

This information is needed in part because more and more students with disabilities are being educated in the general education environment along with their peers without disabilities, using the general curriculum—that is to say, the curriculum that is used with nondisabled students.

This allows students to access the general curriculum and other learning materials and activities and to demonstrate what they have learned.

As they experience success in the classroom, motivation and learning increase, and overall student outcomes improve. A change in focus: Teaching diverse learners within an inclusive elementary school classroom. The authors present a list of modifications that can be made for diverse learners in language arts activities in three areas: (a) context for learning; (b) instructional strategies/materials; and (c) organizational and study skills.