Use UDL or Universal

Design for Learning

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Possible Accommodations in and IEP
A change that helps a student overcome or
work around his/her disability
1. Modify seating arrangements by
placing closer to teacher or peer
helper
2. Use incentives to reward
performance and behavior
3. Provide student with advance
organizers or copy of notes
4. Provide with choices of activities
differentiate instruction
5. Allow to use a calculator or formulas
for math work
Possible Modifications in and IEP
A change in what is being taught to or
expected from the student
1. Combine oral directions with
pictures, diagrams, or words
2. Model expected behavior
3. Allow student to complete a portion
of an assignment
4. Allow spelling errors in
assignments.
5. Provide with any assistive
technology
When Planning and
Instructing Classes
What is it?
UDL is a set of principles for curriculum
development that give all individuals equal
opportunities to learn (What is UDL?,
2012). All students learn differently so
when providing instruction in a classroom it
is best to create lessons that play to an
individuals strength and provide the
learners with choices. http://images.huffingtonpost.com/2015-09-23-
1443029669-9258368-Dollarphotoclub_75515307.jpg
Three components to consider.
1. What? Make sure to present
information in various ways
because people because people
gather facts and organize
information differently
2. How? Allow students choices, THE IEP PROCESS
which means to allow students
pick from an assortment of AND USE OF
activities to show understanding.
3. Why? We need to stimulate
UNIVERSAL
interest in learning and keep DESIGN FOR
students motivated to learn.
LEARNING
BROCHURE WAS DESIGNED AS AN ARTIFACT FOR
FINAL PROTFOLIO FOR LAI574.
COMPETENCY 2: IDENTIFICATION AND REMEDIATION
OF DISABILITIES
University at Buffalo By Carrie Allen, LAI574

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content/uploads/2013/11/shutterstock_222136690.jpg
Evaluating Students for
Disabilities
What is an IEP or Individual
Education Plan?
Student IEPs are the plans or road maps
created to guide instruction and the delivery
of services that are the foundations for an
appropriate education (Bryant, Bryant &
Smith, 2017, p. 220)
Pre-Referral Process
Steps to be taken:
1. A teacher can recommend any
student who exhibiting
characteristics of a disability to be
evaluated for Special Education
services.
2. Classroom teacher told to notice
students problems with curriculum,
social skills, and behavior
observations are recorded
3. Teacher applies research
intervention strategies, in the
classroom, and observes results of
student progress.
4. First intervention fails, try again
5. Interventions fail to work begin
referral process
IEP Team Members An IEP Plan
1. The parents of the child Components
2. At lease 1 regular education teacher 1. Demographic information on
student
3. At least 1 special education teacher 2. Students present level of
4. Representative of the agency who is performance
qualified to provide or supervise 3. Annual goals to measure progress
4. Any accommodations or
specially designed instruction to meet
the needs of the student modifications
5. Testing modifications or alternative
5. An individual who can interpret the
tests
instructional implications of evaluation 6. Behavior Plan
results 7. Transition Plan for graduation (12th
6. Other individuals who have knowledge Grade)
or special expertise regarding the child 8. Those involved in process
9. Placement in the least restrictive
7. The child with the disability environment
Collaboration
Working together with others is essential to
resolve a students educational and
behavioral problems
Free a childs potential and
you will transform him into
the world. Maria Montissori
Determining Eligibility
1. Parents are notified of proceedings
2. With consent from parents the students
school records and pre-referral
responses are reviewed
3. If needs assistance, then formal https://i.pinimg.com/originals/2d/e2/aa/2de2aa33444c
959196f4993af6b6583f.jpg
assessment will take place
4. If the assessments show problems a plan Some students do not qualify for an IEP but
will be created to provide special still have special needs for services. Services
education services often can be temporay.
 References

Bryant, D. P., Bryant, B. R., and Smith, D. D. (2017). Teaching students with special needs in inclusive classrooms. Los Angeles, CA: Sage

Publications, Inc.

Hatcher, S. and Waguespack, A., (2004). Academic accommodations for students with disabilities. National Association of School

Psychologists. Retrieved from https://ublearns.buffalo.edu/bbcswebdav/pid-4164004-dt-content-rid-

15977986_1/courses/2179_10704_PsC/nasp_accom.pdf.

Pre-referral and referral process. Retrieved from https://ublearns.buffalo.edu/bbcswebdav/pid-4164037-dt-content-rid-

15978093_1/courses/2179_10704_PsC/2159_10800_PsC_ImportedContent_20150718092130/Prereferral.pdfRaimondi, S. (2017).

Teaching the exceptional learner: Week 4/Class 4 (PowerPoint). Retrieved from

https://ublearns.buffalo.edu/webapps/blackboard/content/listContent.jsp?course_id=_147778_1&content_id=_4163983_1&mode=r

eset.

(2014). What is UDL? National Center on Universal Design for Learning. Retrieved from http://www.udlcenter.org/aboutudl/whatisudl.