Accommodations for Students with Learning Disabilities
1) NCLD Editorial Staff. (2009). Accommodation for students with learning disabilities. Retrieved from http://library.queensu.ca/websrs/faculty_guide-Strategies-Blind.html
According to this article, accommodations refer to changes in the way learning tasks are presented thus permitting children with learning disabilities in accomplishing given assignments as other normal students. The article explains further that accommodations do not alter the assignment content since this would act as unfair advantage, but they do make it easy for students with disabilities to express what they know without being hindered by their limitations. Research acquired by the NCLD Editorial staff estimated that learning disabilities are noted in ten percent of the overall population. In addition, owing to early recognition and support in the school institution, a large number of students with learning disabilities are successfully being admitted to post-secondary schools (NCLD Editorial Staff, 2009). This thus creates challenges for lecturers since learning disabilities are diverse and sometimes hard to understand. The article also recognizes that students with learning disabilities are not faced with low intelligence or general cognitive inability, but rather that they only have trouble in processing some information as effectively and efficiently as their normal counterparts. Therefore, provided with appropriate accommodations, the effects of a student’s processing impairments can be lessened and a more significant strategy for one’s knowledge and ability can be indentified. For instance, a student with a learning disability notably in fast reading should be accorded extra time in examinations or alternatively reversing his or her reading style.
2) Texas Assistive Technology Network. (2009). Assistive technology implementation: Working together to make a measurable difference. Retrieved from http://www.texasat.net/default.aspx?name=trainmod.implem
According to this article, all students identified as having any disability after proper evaluation have been determined as eligible individuals for learning accommodations. For instance, students with presentation problems are enabled to gain access to instruction and assessments information presented either in spoken or written texts. This because learners with disabilities may need graphical information offered as an alternative option in case they are unable to use or read normal print. Therefore, by being provided with presentation accommodations, such learners are able to read, observe and even listen well in classroom settings. The article also presents another accommodation dealing with learning responses with the indication that all students normally respond to classroom assignments through speaking, writing, drawing or using any other means of expression (Texas Assistive Technology Network, 2009). Therefore, through response accommodation, students with learning disabilities are assisted in employing different approaches towards accomplishing tests, study activities, and assignments. In addition, research from the article asserts that students with learning disabilities should be provided with alternative response devices such as word processors or computers especially for students who cannot write effectively. In addition, scribes should be provided to students who are unable to hear since the device is able to record responses given by students through speech, sign language, and pointing. The article also offers helpful information concerning accommodations provided to students with disabilities in an illustrative manner. For instance, information on response support accommodations, which are good in facilitating the use of standard methods for responding, is well explained. The article further holds that a good number of students with disabilities encounter problems in responding to classroom tasks because of the difficulties associated with the motor concept of spoken or written expression or even lack of enough foundational skills. Therefore, instructors of such learners should be motivated to make enough consultation with local assistive technology specialists for extra guidance on choosing the right tools or equipments for disabled learners.
NCLD Editorial Staff. (2009). Accommodation for students with learning disabilities. Retrieved from http://library.queensu.ca/websrs/faculty_guide-Strategies-Blind.html
Texas Assistive Technology Network. (2009). Assistive technology implementation: Working together to make a measurable difference. Retrieved from http://www.texasat.net/default.aspx?name=trainmod.implem