Accommodations

Multilingual Students:

• Methods of designating the level/extent to which a student can read/write/speak English (e.g., ACCESS testing)

• ELL (English Language Learner) teachers who work one-on-one or in small classes with multilingual students

• Some schools have ELL-specific courses (e.g., ELL Biology) where a certain percentage of students are multilingual students

  • These courses often (and should) be co-taught: 1 science teacher + 1 ELL teacher. Having the 2nd specialized teacher is called an ICR (in-class resource)

Classroom Support:

• Leverage non-linguistic resources: visual representations/models, role-playing 

• Concept mapping

• Assessment: rely on your ELL support staff for this!

1. 1. Reduce amount of reading in items; highlight important words/parts of question stem

   2. Reduce # of distractors in multiple-choice items (e.g., 2 options instead of 4)

   3. Allow for word-to-word native language-to-english dictionaries

• Purposeful grouping when organizing student groups

Limited/No Eyesight or Limited/No Hearing

• Student will have a legally-binding IEP that the school must follow which will identify:

  • A case worker/special education teacher for the student (this is the support staff person who will know the most about what this student needs)

  • The testing and classroom accommodations which must be provided to the student. 

  • Depending on the extent of the limitations the student may have a one-on-one assistant who will be in the classroom with them.

Classroom Support:

• Develop alternatives that are equitable 

1. E.g., for students with limited/no eyesight: microscope lab → 3D printed organisms to observe

2. E.g., for students with hearing limitations: subtitles/closed captioning when showing videos

• Plan 1-on-1 time with these students

1. 1. E.g., Having a media center or fully virtual class period? Plan to sit down with these students + their assistant and review some material

Neurodivergent Students: 

• Student will likely have an IEP or Section 504 plan and will have schooling accommodations such as a specialized class where they receive targeted support (depending on where they fall on the neurodivergence spectrum)

• Case manager/Special education teacher who will know what the student needs to be successful in your class. 

• Go to the IEP meetings!!! Meet the parents/guardians and get feedback on what’s working/not working in the students’ other classes. 

• Be proactive!

1. 1. Develop a code word or a “tell” between you + student to signal when things are going south. 

   2. Consider which lessons/activities may trigger a student and give them a heads up and potential for alternative

• Strategic groupings: know your students + which one(s) will be most inclusive 

• (If possible) Visit your student in their special education class (sometimes called “curriculum assistance”) and check in to see what they might need/want from you. This is a great spot to send missing work, too!

Managing Mental Health:

• Your school will have protocols (and you will likely take a training) in how to share concerns regarding a students’ mental health with school counselors

• If your school doesn’t have clearly delineated policies and guidelines for how to work with students dealing with mental health illnesses please educate yourself!

  • Free training here (Classroom WISE)

Classroom Support:

• Social Emotional Learning opportunities embedded into classroom lessons; encourage and model self-care to your students

• Be kind and generous with your deadlines

• Provide and expect (of your students) a classroom climate where everyone is safe, accepted, and valued.

1. 1. Co-construct classroom norms with your students to encourage buy-in and agreement with this classroom climate