E9: Accommodations

Adrianna Blanchette

November 18, 2014

E9: Accommodations

Accommodations for students are so important for students to succeed. No two students are the same and they also do not learn the same either. As teachers, it is our responsibility to make accommodations for our students in order for them to learn to best way possible.

“While the inclusion process has been mandated by international legislation (United Nations, 2006), many barriers have been encountered such as inadequate teacher training and professional development, lack of competence, limited support, large class sizes, and time and administrative demands, as well as low efficacy to teach students with disabilities.” (Block, Hutzler, Barak, & Klavina,  (2013)). Inclusion is very important for all students to feel that they belong in the classroom. This feeling of belonging provides the student with a sense of welcoming to allow the student to learn as well as they can. Teachers need to have the proper training to make these accommodations necessary. Teachers need to be able to balance their classrooms in order to teach all of their students.

“An accommodation is used when the teacher believes that the student can achieve the same level of participation or accomplishment as the rest of the class, but just needs some additional support. An accommodation allows a student to complete the same assignment or activity as the other students in the class, but the student is offered a change in such things as formatting, setting, amount of time needed, or type of response that is required. When making an accommodation, a teacher might give the student extra time to learn a skill, extra peer support during class, or additional instruction after class for the student to participate and achieve at the same level as the other students in the class. An accommodation does not change the nature of what the assignment is or what the test measures or the final skill that the student develops. This can also be called a remediation approach, as the teacher is working to remediate the student’s difficulties so that he or she can perform the same tasks as the other students.” (Darrow, (2007)). There are many types of accommodations that teachers can provide for their students. A teacher may have to make multiple accommodations for one student and man multiple students will need these accommodations. This may be tough on teachers trying to make all of these accommodations. Teachers can find help making these accommodations in their classrooms. There are many paraprofessionals and other staff that can assist the teachers when prepping for making accommodations and following through on the accommodations.

“Those students whose languages, cultures, and economic backgrounds substantially differ from the mainstream middle class may find it challenging to reconcile the inconsistencies between the two spaces. Many researchers have documented how the potential ensuing conflicts may make it difficult for culturally and linguistically diverse students to earn and perform successfully in some academic settings. Culturally responsive practitioners are charged with the important task of creating bridges for students to access curriculum and nurture their identities as members of multiple communities. They understand that ethnic labels fail to provide enough information for them to fully understand a student’s dynamic and complex culture as it relates to the classroom setting and that context plays an equally important role in instructional decisions.” (Rueda, Hyo Jin, & Velasco (2007)). Teachers need to be aware of all of their students’ cultures and backgrounds. These cultures and backgrounds may affect the students’ learning styles and environment. Teachers should embrace these cultures and backgrounds in the classroom. If the students are aware of these cultures and backgrounds, they may come together and share their backgrounds. This may lead to creating a welcoming learning environment.

Accommodations are necessary for students to have the best possible learning environment. All students are different which leads to them requiring different accommodations. Inclusion is a process where all students learn together no matter their needs. Teachers need proper training to provide the adequate tools for these students. There is always help in one’s school system whether it is paraprofessionals or other faulty that can assist teachers in providing proper accommodations. Remembering and embracing the students’ cultures and backgrounds is very important for the learning environment. Students may be able to come together through their different cultures and backgrounds.





Block, M. E., Hutzler, Y. ., Barak, S., & Klavina, A. (2013). Creation and Validation of the Self-Efficacy Instrument for Physical Education Teacher Education Majors Toward Inclusion. Adapted Physical Activity Quarterly, 30(2), 184-205.

Crundwell, R. M., & Killu, K. (2007). Understanding AND Accommodating Students With Depression IN THE Classroom. Teaching Exceptional Children, 40(1), 48-54.

Darrow, A. (2007). Adaptations in the Classroom: Accommodations and Modifications: Part I. General Music Today, 20(3), 32-34.

Foorman, B. R. (2007). Primary Prevention in Classroom Reading Instruction. Teaching Exceptional Children, 39(5), 24-30.Kelepouris, C. (2014). TRANSITIONING STUDENTS WITH DISABILITIES INTO HIGHER EDUCATION. Brigham Young University Education & Law Journal, (1), 27-39.

Rueda, R., Hyo Jin, L., & Velasco, A. (2007). Cultural Accommodations in the Classroom: An Instructional Perspective. Multiple Voices For Ethnically Diverse Exceptional Learners, 10(1/2), 61-72.

Scanlon, D., & Baker, D. (2012). An Accommodations Model for the Secondary Inclusive Classroom. Learning Disability Quarterly, 35(4), 212-224. doi:10.1177/0731948712451261

Scruggs, T. E., Brigham, F. J., & Mastropieri, M. A. (2013). Common Core Science Standards: Implications for Students with Learning Disabilities. Learning Disabilities Research & Practice (Wiley-Blackwell), 28(1), 49-57. doi:10.1111/ldrp.12002

Tiana Ferrer, A. (2011). The concept of popular education revisited – or what do we talk about when we speak of popular education. Paedagogica Historica, 47(1/2), 15-31. doi:10.1080/00309230.2010.530276

Zebehazy, K. T., Zigmond, N., & Zimmerman, G. J. (2012). Performance Measurement and Accommodation: Students with Visual Impairments on Pennsylvania’s Alternate Assessment. Journal Of Visual Impairment & Blindness, 106(1), 17-30.




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