Learning Disability Accommodations
Why Modifications are Important and How to Choose the Right Methods
Jun 13, 2009
Students with learning disabilities are at-risk for not receiving the accommodations and modifications they need for several reasons, according to the Americans with Disabilities Act Partnership Grant at Ohio State University. First, learning disabilities are considered an invisible special need. People with learning disabilities appear just like everyone else in the regular education classroom, and others may perceive them as lazy or unmotivated to learn rather than having a special need or disability.
Second, some may believe that making accommodations for students with special needs is somehow unfair to non-disabled students. Special needs students may be seen as incapable of learning, and regular education teachers may have low expectations for them.
Regardless of teacher perceptions, students with learning disabilities clearly learn best in the regular education classroom with accommodations and modifications. Accommodations and modifications are not intended to give students with disabilities an unfair advantage over other students. Rather, accommodations and modifications are simply changes in teaching methods that allow learning disabled students to learn.
Modifications and accommodations reduce the effect that the learning disability has on the student's ability to understand important learning concepts and continue to advance in school. Without accommodations, school failure and dropouts would increase. According to the United States Department of Education Office of Special Education Policy, students with disabilities who do not graduate and obtain adequate employment are more likely to suffer long-term economic consequences than those who graduate.
These negative consequences impact society as a whole as well. Everyone benefits from having a well-educated work force and fewer citizens being dependent on public assistance.
All students have differences in the way they learn, but most can adapt to meet the demands of different types of instruction. Learning disabled students typically have more difficulty processing information and adapting to various teaching styles than their non-disabled peers. Learning disability accommodations and modifications are critical to help students learn and achieve despite their disabilities.
Types of Learning Disability Accommodations and Modifications
Learning disability accommodations and modifications include changes in any part of the teaching process that help students with learning disabilities learn more effectively in the regular classroom. Accommodations and modifications in teaching methods may include changes in:
- the way information is provided in the regular education classroom
- materials used in the regular classroom
- the type of assignments and work students must perform
- the way students are tested
- the grading standards used
How to Choose the Right Learning Disability Accommodations
There are so many books and commercially developed products that claim to help people with learning disabilities, it can be challenging to find the right methods.
- For a child in a special education program, the child's evaluation report, individual education program documents, teachers, and parents can provide important information on how the child learns best.
- Analyzing the task helps to determine how the task can be changed or reduced. Making changes based on what is realistic to be completed is critical for the learner's success.
- Understanding the learning disability in general can provide insight on common struggles and strengths of people with a specific learning disability. Local and school librarians may help find information on successful ways to accommodate the type of learning disability and the task, such as proven strategies to help struggling readers or ways to teach math concepts.
- Researching a commercially produced product before buying is a must. Asking for teachers' opinions, reading product reviews by people other than the publisher, and asking for references on the product are just a few ways to get objective information.
- An important but often overlooked source of feedback on how accommodations are working is the learning disabled person. Asking the learner if an accommodation is helpful or how it can be improved. Involved learners feel more valued when their opinions and suggestions are considered in developing accommodations. Including the learner teaches him or her how to understand the learning process. This helps learning disabled students become better, more informed advocates for themselves.
Understanding why accommodations and modifications are important is the first and arguably most important step in ensuring people with learning disabilities have an equal opportunity to learn in the regular education classroom. Knowledge of the types of accommodations and modifications and ways they are used helps teachers and parents understand how to best support learning disabled students.
This information, along with each student's unique learning abilities helps parents and teachers choose the right methods and evaluate their appropriateness for learning disabled students.
Sources:
Carlton, Patricia and Hertzfeld, Jennifer. Invisible Disabilities in the University. Columbus, Ohio, Ohio State University, 2005.
Logsdon, Ann. Advocate for Your Disability - Advocate for Your Disability and Get Services. New York, About.com. November 11, 2008.
Logsdon, Ann. What is an Accommodation Plan? New York, About.com. November 10, 2008.
Youth with Disabilities: How are they Doing? Washington, D.C.: Office of Special Education Programs, U.S. Department of Education, 1991
Hidden Youth: Dropouts from Special Education Washington, D.C.: Council for Exceptional Children, 1991
How Well are Youth with Disabilities Really Doing? A Comparison of Youth with Disabilities and Youth in General. Menlo Park, CA: SRI International, 1992.
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