miliboat.blogg.se - List of accommodations for students with disabilities

#List of accommodations for students with disabilities software
#List of accommodations for students with disabilities code

The term accommodations refers to the special teaching and assessment strategies, human supports, and/or individualized equipment required by students with special education needs to enable them to learn and demonstrate learning. The Ministry of Education (Ministry) states: Schools must provide accommodations alongside evidence-based curriculum and intervention strategies. They can never replace active involvement in the classroom or interventions aimed at teaching and addressing reading and writing skills.

Accommodations are not a substitute for reading interventions. The primary purpose of accommodations is not to teach students to read, but to provide supports to enable them to meaningfully engage with curriculum material and take part in classroom activities.

Non-AT accommodations, including, for example, extra time for tests or assignments and assistive services such as a note-taker.įor this report, Code-related accommodations are distinct from reading interventions, but both are instrumental to facilitating the needs of students with reading difficulties.

#List of accommodations for students with disabilities software

Assistive technology (AT) accommodations, including devices like a computer tablet or smartphone, and software such as screen readers.

Īccommodations for students with reading difficulties fall into two categories:

#List of accommodations for students with disabilities code

The Code requires that schools accommodate these students to the point of undue hardship.

Even with these measures in place, students with reading difficulties – who are disproportionately students with reading and other disabilities, racialized and Indigenous students, newcomer and multilingual students and students from lower socioeconomic backgrounds – may still face barriers to education. These curriculum and intervention approaches are vital elements of an inclusive education system. Schools should supplement this universal approach with evidence-based reading interventions (discussed in section 10, Reading interventions), for students who require more support to learn to read. As discussed in section 8, Curriculum and instruction, the Ontario curriculum should incorporate a universal approach to reading instruction that includes systematic, explicit instruction in foundational word-reading skills.