|
Note: I strongly
believe in accommodations for students with disabilities. I am an adult
with learning disabilities, and I have fought for the rights that are
written in Section 504 of the Rehabilitation Act of 1973 and the
Americans with Disabilities Act of 1990 (ADA). I required accommodations
for my disabilities even at the university level of my education. It is
the right of all people in this country to get the best education
possible, and it is the responsibility of all educators to ensure this
basic right.
Every teacher today has to deal with accommodations for students with
disabilities. So what can teachers do to be sure they are offering the
best help possible?
First, learn about Section 504 of the Rehabilitation Act of 1973 and the
ADA. Find out about The Individualized Education Plan (IEP) in your
school district and understand learning disabilities. Each teacher involved
with an IEP needs to be at meetings when the "appropriate
accommodations" are discussed with the student and parents. An IEP
is a team-decision process, and all people teaching that student need to
contribute. A chemistry teacher, for example, who works with flames and
chemicals, may have a point of view that's different from an English
teacher's view of a visually handicapped student. Go to the meeting
looking for a reasonable way to give the student a chance to be
successful in your room. Failing to accommodate a student can result in a
lawsuit being brought against you.
One of the most common requests by many disabled students is extended
time to complete their work. I prefer extending time before a test as
opposed to after because then all of the tests are finished at the same
time. This can be adjusted by allowing the students with disabilities to
start their tests early, which I accomplish by arriving at school an hour
early on test days. If you would rather stay after school, allow disabled
students to begin the test the day before the regular test. In extreme
situations, you can allow parents to monitor the student at home. Send
the test home in a sealed envelope, and have the parent monitor and return
the test in a sealed envelope, also.
A second frequent request involves note taking. I prefer to accommodate
special needs by allowing tape recorders in my room. If you need to
supply a written copy of notes, allow a student you trust to provide this
service for extra credit. If you use an overhead projector, try using
different transparencies for each page of notes that you use during a
class. Then after class copy the overheads before you wipe them clean.
If a support person (translator, aide, etc.) accompanies the special
student, be respectful and provide her with what she needs. Just remember
this person is not your teaching aide but is there to help one student
only. Do not expect her to watch your class.
Accommodating a student with disabilities requires special documentation.
My advice is to document, document, and document some more! Be sure all
work, tests, and progress reports are signed by a parent or guardian. If
you have concerns with a particular student or parent, make backup copies
of the signed papers. If you believe the student is not working or is
using the disability as an excuse not to work, then document that
student's performance in detail.
For example, a daily progress report (homework done? assignments?
behavior? tardiness?) is reasonable, and the student should take it home
to be signed. Have all tests and graded work signed, and be sure that the
parents have a way of monitoring the student's work. (This is a good
practice for all your students. The parents of all my students know that
we have weekly tests and that they are graded by Tuesday. Parents are
told repeatedly to call me if a week goes by and they do not see a test
to sign. A consistent link with home and progress reports can prevent a
great deal of trouble. If parents have the regular checks built into a
predictable schedule, then they can monitor the student's progress.)
Remember, being ADD or ADHD or LD or BED does not entitle a student to be
rude or abusive in class. You are in charge of discipline. Contact the
parent and/or EC teacher. Good EC teachers are advocates for both the
student and the classroom teacher. Sit down with the parent and student
to rectify the problem. If the parent cannot come to school, have the
student pick up the extension on the home phone and have a 3-way
conversation.
I recommend keeping a contact log (time, date, name, and what was
discussed) of all calls, parent meetings, and even discussions with
parents you meet in public. I have had parents stop me at dinner or in
the grocery store to discuss their student. Often, the parents of a
student with disabilities require special accommodations, too.
|