Relevant bibliographies by topics / Instructional accommodations

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Instructional accommodations'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 February 2022

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Journal articles on the topic "Instructional accommodations"

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Parsons, Jeanette, Mary Ann McColl, Andrea Martin, and David Rynard. "Students with Disabilities Transitioning from High School to University in Canada: Identifying Changing Accommodations." Exceptionality Education International 30, no. 3 (December 15, 2020): 64–81. http://dx.doi.org/10.5206/eei.v30i3.13427.

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More students with disabilities are attending university in Canada, bringing increasing expectations for academic accommodations. This study compared accommodations offered in high school and university for 71 first-year undergraduates with disabilities at Queen’s University in Ontario, Canada. More than a third (34%) of the participants presented with a disability label at university different from what they had in high school. Eighty-six percent (86%) of participants received fewer accommodations in university (6.34 fewer on average). The most frequently lost accommodations were individualized instructional supports and extra time on exams. High school students who received human-assisted accommodations, and those who identified as exceptional, lost the highest number of accommodations. Accommodations increased for students who attended private high schools. These findings have practice implications for both high schools and universities. Instead of using disability labels, high school students with disabilities should be taught how to describe their disability-related functional limitations (FLs) within academic activities. High schools should align Grade 12 academic accommodations specifically to disability-related FLs for university-bound students with disabilities. Universities should communicate clear information about its accommodation process. This includes the conditions in which specific accommodations, such as memory aids, are granted. Universities should identify and support students whose accommodations change significantly upon their arrival from high school. Finally, universities ought to adopt Universal Design for Learning principles in teaching wherever possible. This will help create a welcoming learning environment for all students, including high school students experiencing significant changes to their accommodations as they transition to university.
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Dallas, Bryan K., and Matthew E. Sprong. "Assessing Faculty Attitudes toward Universal Design Instructional Techniques." Journal of Applied Rehabilitation Counseling 46, no. 4 (December 1, 2015): 18–28. http://dx.doi.org/10.1891/0047-2220.46.4.18.

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Rehabilitation counselors (RCs) routinely work in postsecondary settings serving students with disabilities and interact with campus faculty, staff, and/or administrators on behalf of students they serve. The purpose of the study was to utilize the Inclusive Teaching Strategies Inventory (ITSI) to measure faculty attitudes towards inclusive teaching strategies. The ITSI survey includes items related to traditional academic accommodations, but also includes items related to Universal Design (UD) instructional techniques. The survey was sent electronically to 1,621 faculty at a Midwestern research University and 397 faculty members participated. Results of the study validate findings from previous research on faculty attitudes and concluded that factors such as previous disability-related training and having taught students with disabilities, influenced attitudes toward accommodations and UD instructional concepts. Faculty age and years of teaching experience were not factors associated with attitudes as measured by the ITSI. RCs employed in postsecondary settings may use the results of this study as a guide when interacting or training faculty regarding accommodations or UD instructional techniques. RCs may also consider administering the ITSI to specific faculty populations on their respective campuses as a precursor to training. Implications for RCs employed in postsecondary settings are provided.
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Cumming, Alister. "Teachers' Curriculum Planning and Accommodations of Innovation: Three Case Studies of Adult ESL Instruction." TESL Canada Journal 11, no. 1 (October 26, 1993): 30. http://dx.doi.org/10.18806/tesl.v11i1.624.

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How do experienced ESL instructors plan and organize their teaching practices to make curriculum innovations? The present research sought answers to this question in three different educational contexts, attempting to document the curriculum concepts, pedagogical knowledge, and processes of instructional planning that eight teachers used to create novel courses for adult ESL learners. Findings describe (1) four modes of planning and twelve cycles of information-gathering in the ESL curriculum planning of one teacher, (2) verification of this framework among four additional teachers, as well as (3) an additional framework for documenting teachers' orientations to curriculum content in second language writing instruction, accounting for three teachers' processes of accommodating an instructional innovation into their usual teaching practices.
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Nevin, Ann I., Elizabeth Cramer, Jorine Voigt, and Liliana Salazar. "Instructional Modifications, Adaptations, and Accommodations of Coteachers Who Loop." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 31, no. 4 (November 2008): 283–97. http://dx.doi.org/10.1177/0888406408330648.

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Evers, Rebecca Barr, and William Bursuck. "Teacher Ratings of Instructional and Setting Demands in Vocational Education Classes." Learning Disability Quarterly 16, no. 2 (May 1993): 82–92. http://dx.doi.org/10.2307/1511131.

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There is an urgent need for support services for teachers and for interventions for students in vocational education mainstreaming programs. Development of appropriate and specific interventions for use in these classes requires precise descriptions of instructional demands and teacher expectations in the technical, home economics, and business areas of vocational education. The primary purpose of this study was to compare the instructional setting demands and teacher expectations of vocational education classes with those found in regular academic classes. Results were mixed and not significantly different for instructional grouping and instructional materials and methods. Teachers in academic and vocational classes also held similar expectations for behaviors necessary for success in their courses. However, significant differences were found in the demands of physical setting, method of instruction, class requirements, and allowed accommodations. In addition, significant differences were found between the three types of vocational courses: home economics, business, and technical. The implications of these findings for future research and classroom practice are discussed.
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Meeks, Lisa M., Ben Case, Melissa Plegue, Christopher J. Moreland, Sharad Jain, and Nichole Taylor. "National Prevalence of Disability and Clinical Accommodations in Medical Education." Journal of Medical Education and Curricular Development 7 (January 2020): 238212052096524. http://dx.doi.org/10.1177/2382120520965249.

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Background: This study aimed to evaluate and report the national prevalence of disability across undergraduate medical education (UME) and examine differences in the category of disability, and accommodation practices between allopathic (MD)- and osteopathic (DO)-granting programs. Methods: Between May 20 and June 30, 2020, 75% of institutional representatives at eligible DO schools responded to a web-based survey. The survey assessed the aggregate prevalence of disabled DO students, prevalence of DO students by category of disability, and prevalence of accommodations granted. Descriptive statistics were used to summarize results. Using 2019 MD data, comparisons were made between MD and DO programs to calculate overall prevalence and differences in accommodation practices across undergraduate medical education. Results: DO-granting programs reported a disability prevalence of 4.27% of the total enrollment. Attention-deficit/hyperactivity disorder (ADHD), psychological disabilities, and chronic health disabilities were reported most frequently. DO-granting programs reported higher rates of ADHD than the MD-granting program. The national pooled prevalence of disability across MD- and DO-granting programs was 4.52%. MD-granting programs reported a higher number of students with disabilities and higher rates of psychological disabilities when compared with DO-granting programs. One hundred percent of DO students disclosing disability received some form of accommodation. General clinical accommodations were more frequently provided in MD-granting programs when compared to DO-granting programs. Conclusions: This study provides the first comprehensive prevalence of US medical student disability and accommodations. Additionally, these data may serve as a benchmark for DO programs, with implications for curricular development, instructional planning and disability support, and resource allocation in medical education.
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Bourke, Andrew B., K. C. Strehorn, and Patricia Silver. "Faculty Members' Provision of Instructional Accommodations to Students with LD." Journal of Learning Disabilities 33, no. 1 (January 2000): 26–32. http://dx.doi.org/10.1177/002221940003300106.

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Penno, Douglas A., Alan R. Frank, and David P. Wacker. "Instructional Accommodations for Adolescent Students with Severe Emotional or Behavioral Disorders." Behavioral Disorders 25, no. 4 (August 2000): 325–43. http://dx.doi.org/10.1177/019874290002500407.

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Soukup, Jane H., Michael L. Wehmeyer, Susan M. Bashinski, and James A. Bovaird. "Classroom Variables and Access to the General Curriculum for Students with Disabilities." Exceptional Children 74, no. 1 (October 2007): 101–20. http://dx.doi.org/10.1177/001440290707400106.

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This study investigated the degree to which students with intellectual and developmental disabilities have access to the general education curriculum and the degree to which such access is related to and predicted by classroom setting and ecological variables. We observed 19 students during science or social studies instruction and collected data with Access CISSAR, a computer-based observation system that uses time sampling observation. The results of the study indicated that accommodations and modifications were provided depending on the amount of time students were educated with their nondisabled peers. Further, one-on-one or independent instructional groupings were better predictors of access than whole-group instruction, as were entire or divided group physical arrangements.
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Carabajal, Ivan G., and Christopher L. Atchison. "An investigation of accessible and inclusive instructional field practices in US geoscience departments." Advances in Geosciences 53 (June 11, 2020): 53–63. http://dx.doi.org/10.5194/adgeo-53-53-2020.

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Abstract. This study examines current accessible field-based instructional strategies across geoscience departments in the United States that support students with visual, hearing, and mobility disabilities. A qualitative questionnaire was administered to geoscience instructors from over 160 US geology departments. Outcomes from the data analysis were used to categorize accessible instructional practices into three distinct pedagogical methods: modifications, accommodations, and options for accessible instructional design. Utilizing the lens of critical disability theory, we then investigated how the identified teaching practices varied in inclusion, as some strategies can often be more exclusionary towards individual students with disabilities. Although from a US perspective, the outcomes of this study offer practical suggestions for providing accessible and inclusive field experiences that may inform a global geoscience instructional context.
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Dissertations / Theses on the topic "Instructional accommodations"

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Moores-Abdool, Whitney. "The Use of Curriculum Modifications and Instructional Accommodations to Provide Access for Middle School Students with Autism to the General Curriculum." FIU Digital Commons, 2011. http://digitalcommons.fiu.edu/etd/374.

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The number of students identified as having autism increased by 500% in the past 10 years (United States Government Accountability Office, 2005). All students with disabilities are required to be placed in least restrictive environments and to be given access to the general curriculum in the major subjects of math, reading, writing, and science as mandated by federal legislation such as the Individuals with Disabilities Education Act (IDEA, 2004) and No Child Left Behind (NCLB, 2001). As a result of this legislation, an increasing number of students with autism are being educated in inclusive classrooms. Most studies on general education access and curriculum modifications and/or instructional accommodations center on students with intellectual disabilities (e.g. Soukup, Wehmeyer, Bashinski, & Boviard, 2007; Wehmeyer, Lattin, Lapp-Rincker, & Agran, 2003). Wehmeyer et al. (2003) and Soukup et al. (2007) found included students with intellectual disabilities had more access to the general curriculum than mostly self-contained students. This meant included students were more likely to be working on the general curriculum as mandated by NCLB than those in only self-contained classrooms. This study builds and expands the research of Wehmeyer et al., as well as Soukup et al., by examining how students with autism are given access to the general curriculum through curriculum modifications and instructional accommodations used by general education teachers in three schools. This investigation focused on nine inclusive classrooms for students with autism using a parallel mixed methods design (Newman, Newman, & Newman, 2011). Classroom observations using both an IEP related checklist and field notes, teacher interviews, an archival document review of the Individual Education Plan (IEP) for the selected students with autism were performed. Findings of this study were organized by interview questions and subsequent coding categories. Quantitative data were organized in a nominal scale. Participants asserted that their middle school students with autism functioned well in their classrooms, occasionally exhibiting behavioral differences. Most instructional accommodations on IEPs were being implemented by participants, and participants often provided additional instructional accommodations not mandated by the IEP. The majority of participants credited county workshops for their knowledge of instructional accommodations.
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Cole, Amanda Elizabeth. "Experiences of Postsecondary Students with Physical Disabilities with Online Learning." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6985.

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Over one tenth of students in postsecondary education have a documented disability as defined by the Americans with Disability Act. However, faculty and course designers often lack understanding of these students' experiences, which leads to insufficient accommodations. The purpose of this basic qualitative study was to explore the experiences of students with physical disabilities (SWD) in online courses. The research was grounded in self-determination theory, which posits 3 basic needs for self-actualization: autonomy, competence, and relatedness. This theory in combination with universal design for learning provided a lens for exploring these experiences. Data collection included 8 interviews with postsecondary students with a physical disability. Data were coded using a combination of value codes and organized thematically. Major findings showed that SWD experience barriers in self-regulation, minimizing of their disabilities, pressure to overachieve, specific knowledge of available resources, isolation, and miscommunication. However, through proper online learning, SWD experience benefits in self-regulation, self-pacing, an increasing sense of confidence and pride, stamina, connection to peers, positive discussions, and advocacy for themselves and others. This research has implications for social change as an evidentiary tool for advocacy when exploring the benefits of taking online courses for SWD and as an awareness tool for teachers and other stakeholders in online education who wish to adapt to best practices.
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Baptiste, Belinda. "Examining the Relationship between Fidelity of Implementation of Accommodations for Students with Specific Learning Disabilities in Mathematics and Student Achievement in High School Algebra I Inclusion Classes." FIU Digital Commons, 2017. http://digitalcommons.fiu.edu/etd/3258.

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Students with specific learning disabilities (SLD) are educated in general education classrooms. As a result, these students are faced with more challenging instructional curricula. Although some students with SLD perform as well in mathematics as students without disabilities, most perform below state standards despite being provided instructional and testing accommodations. Policy makers have envisioned the implementation of instructional accommodations as a primary means of ensuring an appropriate education (Mcleskey, Hoppey, Williamson & Rentz, 2004; Scalon & Baker, 2012) for students with disabilities in general education classrooms (Mc Guire, Scott, & Shaw, 2006). The researcher implemented a non-experimental ex post facto research design to investigate the research hypothesis to determine the relationship between the five most frequently used accommodations by general education teachers who teach students with SLD and student achievement in Algebra 1. At the beginning of the 2016 – 2017 school year, the collection of data began by emailing the Qualtrics Survey Software (V.23) to 185 general education mathematics teachers in Miami-Dade County Public Schools. Four main instructional accommodation constructs were assessed using a 15-item questionnaire. From the responses to the survey, the five of the most frequently used accommodations were determined. Nine general education Algebra 1 teachers from six high schools across the county who reported using similar accommodations and taught three or more students with SLD in mathematics participated in the study. The researcher and two peer researchers conducted in-class observations on the participants’ fidelity of implementation of accommodations (FOI) using a checklist during the period in which they taught students with SLD. An Algebra I test was used for pre- and post-testing to determine student mathematics achievement. The results of the survey indicated that teachers most frequently provided: (a) sample problems of varying levels, (b) guides or prompts or personal (teacher/peer) assistance, (c) extended access to instructional resources and equipment, (d) provided preferential seating and (e) additional time to complete assignment or class projects. Linear regression analysis revealed a significant positive relationship between teacher FOI of accommodations and student achievement (p < .05).
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Burton, Benetta A. "Teachers' knowledge, valuing, and accommodation of cultural differences in their instructional practices /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487862972136639.

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Loberg, Anne. "Differentiated instruction in the EFL Classroom : Accommodation for advanced students in Swedish Primary Education." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-32449.

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Classrooms in Sweden are heterogeneous and this is acknowledged in the curriculum, stating that all students have an equal right to education at their own level. Teachers must, therefore, design their teaching plan taking this into account. Previous investigations have shown that the Swedish schools do not fulfill this completely for advanced students. The objective of this study was to examine how Swedish teachers differentiate their English as foreign language (EFL) lessons to reach the advanced English students in the lower grades, what challenges they experiences and how they assess the students’ learning outcomes. Information was obtained through a survey and semi-structured interviews with preschool class and grade 1-3 teachers. The survey and question about participation in an interview, was emailed to schools in 74 randomly chosen municipalities all across Sweden. A total of 156 answers to the survey and five interviews are included in the analyses. The results show that the majority of teachers with experience of advanced students differentiate instruction, by using several different strategies; they experience several challenges, the heterogeneous class room as the most common; and, they assess that differentiated instruction has a small positive effect on the advanced students’ learning outcomes in general.
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Frey, Terrell Kody. "CAT IN THE CLASSROOM: UNDERSTANDING INSTRUCTOR BEHAVIOR AND STUDENT PERCEPTIONS THROUGH COMMUNICATION ACCOMMODATION THEORY." UKnowledge, 2019. https://uknowledge.uky.edu/comm_etds/85.

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Adjusting one’s communication is a fundamental requirement for human interaction (Gasiorek, 2016a). Individuals adapt communication behavior according to the circumstances surrounding the situation, resulting in different patterns and forms of speech relative to spouses, family members, coworkers, or friends. Yet, researchers in instructional communication have not yet substantially applied adjustment as a theoretical lens for understanding instructor-student classroom interactions (Gasiorek & Giles, 2012; Soliz & Giles, 2014; Soliz & Bergquist, 2016). Apart from overlooking this useful theoretical approach, instructional communication scholarship can also be improved by accounting for 1) shifting group identities in higher education that change how instructors and students communicate, 2) incomplete conceptualizations of student perceptions in existing research, and 3) a consistent lack of concern for the hierarchical structure of educational data. This dissertation seeks to resolve these limitations through an application of one of the most prominent theories of adjustment: communication accommodation theory (CAT; Giles, 1973; Giles, Willemyns, Gallois, & Anderson, 2007a). The research specifically extends the CAT framework to an instructional setting by investigating how student perceptions of instructor nonaccommodation across several modes of communication (i.e., nonverbal, linguistic/verbal, content, support) influence information processing ability, relationships with instructors, and beliefs about instructors. Data were collected from 573 undergraduate students across 38 sections of a basic communication course (BCC). Students completed an online questionnaire assessing perceptions of the appropriateness of their instructor’s behavior (i.e., nonaccommodation), extraneous load, communication satisfaction, instructor-student rapport, instructor credibility, and instructor communication competence. The results first forward a nuanced measure for assessing nonaccommodation in a manner consistent with the theoretical propositions of CAT. Second, a series of analyses using hierarchical linear modeling (HLM; Raudenbush & Bryk, 2002) showed significant associations between perceptions of nonaccommodation across modes and students’ reported classroom outcomes. Interestingly, several of the individual, direct relationships disappeared when multiple modes of nonaccommodation were considered simultaneously, introducing the possibility that individuals may prioritize the appropriateness of certain behaviors within context. The data hierarchy (i.e., students enrolled in course sections) did exert some influence on the relationships between variables, yet the majority of variance accounted for across models occurred at the student level. Implications of the results related to both theory and practice within the basic communication course are presented in the discussion.
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Dallas, Bryan. "ATTITUDES OF TEACHING FACULTY TOWARD INCLUSIVE TEACHING STRATEGIES AT A MIDWESTERN UNIVERSITY." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/dissertations/456.

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This study measured postsecondary faculty attitudes toward academic accommodations and an inclusive teaching method called Universal Design for Instruction (UDI). The purpose of the study was to help determine a readiness for change among faculty with regard to implementing UDI principles, compare differences between faculty groups, as well as add to the postsecondary UDI research agenda. UDI requires faculty instructional design and has the potential to reduce the need for individualized academic accommodations and increase the retention and graduation rates of students with disabilities. The study included an online survey e-mailed to 1,621 faculty at Southern Illinois University Carbondale (SIUC). Independent variables included: amount of teaching experience, teaching status (i.e., full-time, part-time), academic discipline, and amount of prior disability-related training. Results showed significant differences among faculty based upon amount of teaching experience, prior disability-related training, and academic discipline. Generally, faculty with more teaching experience and prior disability-related training had more favorable attitudes toward accommodations and UDI concepts. Faculty in the colleges of Applied Sciences and Arts (ASA), Education, and Mass Communication and Media Arts had more favorable attitudes toward multiple means of presentation than the colleges of Science and Liberal Arts. Faculty in the college of Education had more favorable attitudes toward providing accommodations than the college of ASA. The study effectively started a dialogue with SIUC faculty on their willingness to use UDI principles. Overall, faculty reported mostly positive attitudes toward UDI concepts and traditional academic accommodations. Results could be utilized when proceeding with targeted training for faculty on UDI in postsecondary settings.
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Grugan, Cecilia Spencer. "Disability Resource Specialists’ Capacity to Adopt Principles and Implement Practices that Qualify as Universal Design at a 4-Year Public Institution." Wright State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=wright1526997302503817.

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Werner, Dawn Heterick. "A Study to Determine the Relationship of the Direct Instruction Program Corrective Reading on Terra Nova Tests Scores in One School System in East Tennessee." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etd/1029.

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The purpose of this study was to examine the relationship of the Direct Instruction program Corrective Reading on standardized achievement test scores specifically of reading scaled score gains in grade levels three through six in a selected school system in East Tennessee. The causal-comparative quantitative approach was the foundation for this study. Reading scaled score gains from the Tennessee Comprehensive Assessment Program (TCAP) achievement test Terra Nova given in the years 2001-2002 and 2003-2004 were analyzed by grade level using ANOVA and t tests to determine if the implementation of Corrective Reading had an impact on students' achievement. No statistically significant results (p = .05) were found between the year before implementation and the year after implementation with the exception of one grade level. Furthermore, no significant differences were found at any grade level between students participating in Corrective Reading and students not participating in Corrective Reading on the 2003-2004 TCAP Terra Nova test. In addition, gender, Title I status, Special Education status, and teacher status were analyzed for interaction between groups and Corrective Reading. Only one grade level, by gender, showed a significant difference in scaled score gains. There was a significant difference by Title I status at two grade levels. Special Education students had significant reading scaled score gains at two of the four grade levels with Special Education students who received special accommodations showing significant gains at two grade levels. Students who were taught Corrective Reading by a certified teacher showed significant reading scaled score gains at one grade level, whereas the other grade levels had no significant difference.
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Teaff, Teresa L. "Effect of Individualized Curricular Accommodations, Incorporating Student Interest and the Impact on the Motivation and Occurrence/ Nonoccurrence of Disruptive Behavior Displayed By Students with Emotional/behavioral Disorders." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc3025/.

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As a result of the reauthorization of the Individuals with Disabilities Education Act of 1997, schools must now consider positive behavioral interventions and strategies to address problem behavior of students with Emotional/Behavioral Disorders (E/BD). Given the poor behavioral, academic, and social outcomes for these students, there is a compelling need to identify effective, proactive interventions. Current literature has well established the ineffectiveness of traditional, punitive, and consequence-laden strategies to deal with behaviors. Research has shown the manipulation of antecedent stimuli, in the form of curricular adaptations, can provide a positive, proactive means of managing behavior. Specifically, curriculum modifications, based on student interest, are proposed as a positive, proactive strategy used to manipulate antecedent stimuli to improve the behavior of students with E/BD. The purpose of this study was to investigate the manipulation of antecedent stimuli through the implementation of individualized, curricular adaptations, based on student interest, to reduce the problem behavior of students exhibiting disruptive behaviors. A second purpose was to explore the effect of those adaptations on the behavior motivation of students with E/BD. In this study, curriculum modifications based on student interest were used to reduce disruptive behavior, increase desirable behavior, and effect change in the motivation for problem behavior among four elementary school boys with E/BD. Use of an ABAB reversal design, including interval data collection, and the use of a behavior rating scale and a motivation assessment scale were used to establish baseline data and determine effectiveness of the intervention. Results indicate that each student demonstrated a reduction in disruptive behavior, an increase in desirable behavior, and changes in motivation for behavior.
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Books on the topic "Instructional accommodations"

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Haigh, John. Accommodations, modifications, and alternates for instruction and assessment. [Minneapolis, MN: National Center on Educational Outcomes, University of Minnesota, 1999.

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W, Wood Judy, ed. Teaching students in inclusive settings: Adapting and accommodating instruction. 5th ed. Upper Saddle River, N.J: Merrill/Prentice Hall, 2006.

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Great Britain. Department of Transport. Survey of crew accommodation in merchant ships: Instructions for the guidance of surveyors. London: HMSO, 1989.

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Crawford, Glenda Beamon. Differentiation for the adolescent learner: Accommodating brain development, language, literacy, and special needs. Thousand Oaks: Corwin Press, 2008.

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E, Ysseldyke James, and Educational Resources Information Center (U.S.), eds. Instructional and assessment accommodations in Maryland. [Minneapolis, MN: National Center on Educational Outcomes, University of Minnesota, 1999.

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IDS accommodation services practice instruction manual. [Victoria]: Disability Services Branch, Victorian Govt. Dept. of Health and Community Services, 1993.

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Great Britain. Dept. of Education and Science., ed. Craft design and technology accommodation in secondary schools. London: H.M.S.O., 1985.

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Wood, Judy W. Teaching Students in Inclusive Settings: Adapting and Accommodating Instruction (5th Edition). 5th ed. Prentice Hall, 2005.

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Survey of Crew Accommodation in Merchant Ships: Instructions for the Guidance of Surveyors. The Stationery Office Books (Agencies), 1999.

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Cawthon, Stephanie W., and Jessica I. Mitchell. Online Learning and Deaf Students. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190880545.003.0025.

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Recent advances in online education platforms have the potential to increase access and equity for deaf students. This chapter examines what we know about accessibility in online learning for deaf individuals. Online learning is broad in its reach, including instruction that parallels or is in addition to traditional face-to-face instruction. Discussions about the future of online learning are situated in a larger context of the importance of direct communication for deaf learners, the use of video platforms for dialog, and the role and function of media as a flexible, empowering, and constructed space for learning in multiple language modalities. Yet the capacity of online education to deliver on its potential requires careful attention to the way the education environment is designed. This chapter provides historical and conceptual context for accessibility; summarizes research on critical issues, including captioning, synchronous and asynchronous communication, and accommodations; and offers recommendations for further investigation.
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Book chapters on the topic "Instructional accommodations"

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Ketterlin-Geller, Leanne R., and Elisa M. Jamgochian. "Instructional Adaptations: Accommodations and Modifications That Support Accessible Instruction." In Handbook of Accessible Achievement Tests for All Students, 131–46. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-9356-4_7.

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Duplass, James A. "Accommodations, Differentiated Instruction, and Assessment." In The Essence of Teaching Social Studies, 257–68. New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003095682-31.

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Good, David A. "Asymmetry and Accommodation in Tutorial Dialogues." In Dialogue and Instruction, 31–38. Berlin, Heidelberg: Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/978-3-642-57827-4_3.

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Farmer, Lesley. "Innovative Instructional Strategies with the Use of Technology for Adult Learners." In Integrating Adult Learning and Technologies for Effective Education, 170–88. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-694-0.ch010.

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Technology incorporation adds another dimension to instructional design because it requires that the adult educator be skilled enough to design and use technology-enhance instruction as well as diagnose learners’ skill levels and predispositions. Because each media has its unique combination of features, instructional designers should select and create technology resources carefully to best address the learning task and learner preference. Technology-enhanced communication methods are now available for sophisticated instruction and interactive learning among students, educators, and resources: Web 2.0, egaming, video conferencing, and course management systems, as examples. Furthermore, technology-based accommodations can address access to resources as well direct instruction for people with disabilities. In any case, technology-infused instruction requires material and moral support by the organization’s decision-makers.
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Fidelak, Deanna, and Kimberley van Tol. "Reducing Accommodation Requests in Post-Secondary Education by Implementing Practical UDL Strategies." In Handbook of Research on Applying Universal Design for Learning Across Disciplines, 48–71. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7106-4.ch003.

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This chapter explores how instructional faculty can implement practical universal design for learning (UDL) strategies to reduce the amount of accommodation requests by students in post-secondary education. The authors will discuss the most common barriers post-secondary students report experiencing at MacEwan University and the accommodations typically recommended to help remove these barriers. Examples and descriptions of successful implementation of UDL practices to address these barriers are included. The chapter also highlights how the forced move to online learning, due to the COVID-19 health crisis, taught faculty members about the importance and benefits of UDL in undergraduate studies.
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Yurick, A. L., S. Musti-Rao, and G. Cartledge. "Instructional Accommodations for Children with Special Needs in Inclusive Settings." In International Encyclopedia of Education, 727–32. Elsevier, 2010. http://dx.doi.org/10.1016/b978-0-08-044894-7.01129-5.

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Bazler, Judith Ann, Letitia Graybill, and Meta Lee Van Sickle. "Historical Overview of Adult Gifted Education in the United States." In Cases on Instructional Technology in Gifted and Talented Education, 17–29. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6489-0.ch002.

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Giftedness is not present only in childhood. It persists for a lifetime. However, even though most colleges/universities provide special needs services for appropriate students, most if not all college faculty might not believe it necessary to provide any accommodations for gifted/talented students either at undergraduate or at the graduate level. In order to accommodate one or more gifted/talented students in a class, faculty need to rethink their pedagogy and assessment strategies. At the college/university level accommodations are usually absent because faculty do not perceive a need to do so in their courses. In courses for pre-service teachers, some instructors provide practices in courses including how to teach gifted and talented students in basic education settings for K-12 grades. This chapter presents a brief overview of gifted and talented education in the United States focusing more specifically on gifted and talented at the university (or adult) level.
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Bencini, Giulia, Alberto Arenghi, and Ilaria Garofolo. "Is My University Inclusive? Towards a Multi-Domain Instrument for Sustainable Environments in Higher Education." In Universal Design 2021: From Special to Mainstream Solutions. IOS Press, 2021. http://dx.doi.org/10.3233/shti210391.

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We present a pilot study on three Italian Universities using a multi-domain set of indicators for Inclusion. The indicators are expressed in the coding system of the International Classification of Functioning Disability and Health – ICF – (World Health Organization, 2001). We selected three medium-sized Italian Universities: Brescia, Trieste and Venice. We combined a student-centered Universal Design philosophy for the built environment and Universal Design for Learning for the instructional environment. We identified four ICF Environmental Chapters (E1, E3, E4 and E5) and made them specific to the Academic context. Within the four Environmental Chapters targeting the physical, instructional, cultural, communicative, social and recreational domains we developed a 35-item checklist to fill out. The indicators were qualitative, quantitative or a mixture of the two. The three Universities shared the same instruments. Our main finding is that, although accommodations for students with disabilities exist as mandated by Italian law, the prevailing implementation is an individual accommodation based approach, rather than a universal design approach for the benefit to the greatest extent of the student population.
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McCalley, Sue Ellen. "Teaching ELL Students in the Elementary Grades." In Advances in Early Childhood and K-12 Education, 236–49. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3123-4.ch013.

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This chapter presents information regarding teaching ELL students with high incidence disabilities in the mild to moderate range. Specific disabilities to be discussed are learning disabilities, dyslexia, cognitive impairments, and autism. Identification procedures and implications for the individual education plan are offered. Learning characteristics that are manifested with these disabilities are explored. Instructional strategies that are most effective for children with these disabilities are explained. The impact of ELL on the disability is discussed. Accommodations to instructional strategies for ELL students are suggested. The misidentification of ELL students as having a disability is examined as well as misplacement into special education.
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McCalley, Sue Ellen. "Teaching ELL Students in the Elementary Grades." In Research Anthology on Physical and Intellectual Disabilities in an Inclusive Society, 474–87. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3542-7.ch024.

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This chapter presents information regarding teaching ELL students with high incidence disabilities in the mild to moderate range. Specific disabilities to be discussed are learning disabilities, dyslexia, cognitive impairments, and autism. Identification procedures and implications for the individual education plan are offered. Learning characteristics that are manifested with these disabilities are explored. Instructional strategies that are most effective for children with these disabilities are explained. The impact of ELL on the disability is discussed. Accommodations to instructional strategies for ELL students are suggested. The misidentification of ELL students as having a disability is examined as well as misplacement into special education.
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Conference papers on the topic "Instructional accommodations"

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Mazo, Lucille. "University Educators' Instructional Choices and Their Learning Styles within a Lesson Framework." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5610.

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Research on learning styles often focuses on the learning style of the student; however, the learning style of the educator may affect instructional choices and hinder learning. Few studies have addressed the lack of knowledge that exists in universities with respect to educators’ learning styles and a lesson framework (development, delivery, and debriefing). This sequential mixed methods study explored university educators’ conscious, reflective instructional choices as they related to learning styles application within a lesson. Two theoretical and one conceptual frameworks drew on Kolb’s experiential learning theory, Bloom’s, Reigeluth’s, and Gagné’s instructional design theories and models, and Fiddler’s and Marienau’s events model of learning from experience. Research questions addressed learning styles, usage patterns, instructional choices, and reflections of university educators within a lesson framework. An online inventory recorded 38 university educators’ instructional choices, learning styles, and learning styles patterns within the framework of a lesson. Interviews were conducted with 7 of the university educators to document their conscious reflections regarding their instructional choices. Results from the inventory identified that more than 56% of university educators applied the accommodation learning style during the stages of development and delivery of a lesson, and 34% applied the assimilation learning style during the debriefing stage, which were supported by detailed reflections about their instructional choices in relation to their learning styles. The knowledge acquired about learning styles applications during a lesson framework may benefit university educators’ teaching, which are foundational to affecting positive social change within academic and social communities.
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"Accommodating Individual Differences in Web Based Instruction (WBI) and Implementation." In International Conference on e-Business. SCITEPRESS - Science and and Technology Publications, 2013. http://dx.doi.org/10.5220/0004424702810289.

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