Journal articles: '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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Mull, Charlotte, Patricia L. Sitlington, and Sandra Alper. "Postsecondary Education for Students with Learning Disabilities: A Synthesis of the Literature." Exceptional Children 68, no. 1 (October 2001): 97–118. http://dx.doi.org/10.1177/001440290106800106.

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This article is a systematic analysis and synthesis of published research from 1985–2000 recommending or reporting on postsecondary education services for students with learning disabilities. Twenty-six articles met the criteria of recommending services or describing services presently available. The 11 program factors examined were: definition of learning disability, characteristics of adult learners, type of institution, special admission procedures, assessment services, program accommodations, support services, instructional adjustments, instructional staff training, direct service staff training, and program evaluation. Implications and recommendations for postsecondary program development are presented.

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Maccini, Paula, and Joseph Calvin Gagnon. "Mathematics Instructional Practices and Assessment Accommodations by Secondary Special and General Educators." Exceptional Children 72, no. 2 (January 2006): 217–34. http://dx.doi.org/10.1177/001440290607200206.

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Lago-Delello, Ellie. "Classroom Dynamics and the Development of Serious Emotional Disturbance." Exceptional Children 64, no. 4 (June 1998): 479–92. http://dx.doi.org/10.1177/001440299806400404.

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This study investigated classroom dynamics and young children identified as at risk for the development of serious emotional disturbance (SED) as compared to not-at-risk peers. Assessment of classroom dynamics included teacher (attitudes and perceptions), student (academic engagement and perceptions of teacher's expectations), and instructional factors (accommodations for at-risk students), as well as classroom interactions (teacher-student and peer). Results indicated that young children identified as at risk for the development of SED but not yet labeled by the school were experiencing a significantly different reality in the classroom than not-at-risk peers. Implications for effective classroom interventions for these young at-risk children include collaborative/consultation teacher models, task modifications, direct instruction, and cooperative learning and peer tutor programs.

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Ysseldyke, Jim, Martha Thurlow, John Bielinski, Allison House, Mark Moody, and John Haigh. "The Relationship Between Instructional and Assessment Accommodations in an Inclusive State Accountability System." Journal of Learning Disabilities 34, no. 3 (May 2001): 212–20. http://dx.doi.org/10.1177/002221940103400302.

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Berry, Ruth A. W. "PRESERVICE AND EARLY CAREER TEACHERS' ATTITUDES TOWARD INCLUSION, INSTRUCTIONAL ACCOMMODATIONS, AND FAIRNESS: THREE PROFILES." Teacher Educator 45, no. 2 (April 12, 2010): 75–95. http://dx.doi.org/10.1080/08878731003623677.

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Soim, Aida, Molly Lamb, Kimberly Campbell, Shree Pandya, Holly Peay, James F. Howard, Jr., and Deborah Fox. "A Cross-Sectional Study of School Experiences of Boys with Duchenne and Becker Muscular Dystrophy." Physical Disabilities: Education and Related Services 35, no. 2 (December 31, 2016): 1–22. http://dx.doi.org/10.14434/pders.v35i2.21765.

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The objectives of this study were to investigate types of supportive school services received and factors related to provision of these services. We conducted a cross-sectional study to describe the school experience of males with Duchenne and Becker muscular dystrophies. Study subjects were identified through the Muscular Dystrophy Surveillance, Tracking, and Research Network. Non-ambulatory males with Duchenne muscular dystrophy (DMD) were significantly more likely to use an instructional assistant and resource room support when compared to ambulant males with DMD at the time of the caregiver interview. Males with DMD who received occupational therapy were more likely to use an instructional assistant, while those who received speech therapy were more likely to repeat a grade, use an instructional assistant, and receive resource room support. Males with DMD whose primary caregivers had less than 12 years of education were more likely to use an instructional assistant and resource room support. Non-ambulatory males with DMD should continue receiving appropriate school accommodations so they can keep pace with their physical demands. Males with DMD with speech deficits should be considered for various educational interventions.

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Abdella, Abdreheman Seid. "Instructors’ willingness to provide instructional accommodations for students with disabilities in selected universities of Ethiopia." International Journal of Inclusive Education 22, no. 6 (November 2017): 671–82. http://dx.doi.org/10.1080/13603116.2017.1396501.

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VanWeelden, Kimberly, and Julia Heath-Reynolds. "Steps to Designing Authentic Assessments for Students with Disabilities in Music Classes." Music Educators Journal 104, no. 2 (December 2017): 27–31. http://dx.doi.org/10.1177/0027432117733028.

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Classroom assessments are an opportunity to monitor student learning and in turn inform instructional decisions. Assessments also provide opportunities for students to participate in authentic music-making experiences. Using classroom music-making experiences as assessments may be particularly suitable for students with disabilities. Due to the nature of their disabilities, these students may not be able to participate in more formal types of assessments. This article includes information on authentic classroom assessments, typical accommodations used in administering tests for students with disabilities, and examples of alternative grade books that can be used in the music classroom.

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Griffin-Shirley, Nora, Laura Bozeman, The Nguyen, Vitalis Othuon, Anita Page, Juhyun Hahm, Juyoung Hahm, and Jaehoon Lee. "A Survey of Blind Orientation and Mobility Specialists about the Accommodations and Teaching Strategies They Use When Providing Orientation and Mobility Services." Journal of Visual Impairment & Blindness 115, no. 3 (May 2021): 190–203. http://dx.doi.org/10.1177/0145482x211018000.

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Introduction: The purpose of the study was to survey orientation and mobility (O&M) instructors who are blind concerning the identification of accommodations, teaching techniques, and resources to teach students with visual impairments (i.e., blindness or low vision). Methods: The study utilized an online survey via Qualtrics (2019) with 27 closed- and open-ended items to identify accommodations, teaching techniques, and resources needed. The survey was e-mailed to membership and certification organizations requesting O&M instructors who are blind to participate for 12 weeks. The participants were 15 O&M specialists, mostly male and Caucasian. Survey data were then analyzed using descriptive statistics. Results: Forty percent of the participants reported that there were minimal standards that they had to demonstrate prior to their admittance into an O&M program. About one-fourth of the participants mentioned their program was modified because of their visual impairment. Eleven participants (73%) reported that their nonvisual instructional strategies and techniques were predominantly gained through their university programs or other visually impaired instructors (27%, n = 4). Discussion: Aspects of this study that are similar to the current literature are smaller faculty-to-student ratios for blindfold or simulation cane courses, accommodations used by participants, and suggestions for monitoring the safety of students. The results revealed the participants’ strong belief in the importance of immersion training, the use of the Structured Discovery Cane Travel (SDCT), nonvisual skills during O&M instruction, sleep shades, and students’ problem-solving abilities. Implication for practitioners: Although the participants had received SDCT immersion training, most personnel preparation programs approved by the Association for the Education and Rehabilitation of Blind and Visually Impaired do not use this method. For this reason, it is important for faculty to identify best teaching practices from among all programs and to integrate these practices into their curricula. Sharing best practices could strengthen all programs. Moreover, students with visual impairments should be taught early about self-advocacy and the ability to have helpful knowledge about one’s skills at a university and in the workplace.

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Dallas, Bryan K., Matthew E. Sprong, and Bryon K. Kluesner. "Multiuniversity Comparison of Faculty Attitudes and Use of Universal Design Instructional Techniques." Rehabilitation Research, Policy, and Education 30, no. 2 (2016): 148–60. http://dx.doi.org/10.1891/2168-6653.30.2.148.

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Purpose: To examine postsecondary faculty attitudes and actions toward inclusive teaching strategies (ITS) designed to benefit all learners.Method: The Inclusive Teaching Strategies Inventory is a self-report survey that measures faculty attitudes toward ITS and traditional academic accommodations, as well as their in-class actions. The authors electronically sent the survey to faculty (N = 422) at 3 universities.Results: Results concluded that experience with previous disability-related training (e.g., workshops, courses, books/articles, websites) was associated with more positive self-reported attitudes toward ITS and more actual use of ITS in courses. No significant differences in attitudes or actions between the 3 universities were found. Other findings revealed attitudes toward ITS were associated with actions incorporating ITS in courses.Conclusion: Rehabilitation educators should review ITS guidelines, seek ITS training opportunities on their respective campuses, begin to incorporate ITS where appropriate for specific courses, and measure ITS effectiveness after implementation in courses. Additional research is recommended to examine ITS effectiveness in various postsecondary educational settings.

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Ferrell, Kay Alicyn, Silvia M. Correa-Torres, Jennifer Johnson Howell, Robert Pearson, Wendy Morrow Carver, Amy Spencer Groll, Tanni L. Anthony, et al. "Audible Image Description as an Accommodation in Statewide Assessments for Students with Visual and Print Disabilities." Journal of Visual Impairment & Blindness 111, no. 4 (July 2017): 325–39. http://dx.doi.org/10.1177/0145482x1711100403.

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Introduction Although image description has been identified as an accommodation for presentations conducted in the classroom, only a few U.S. states have approved it for use in high-stakes assessments. This study examined the use of audible image description as an assessment accommodation for students with visual and print disabilities by investigating student comprehension under multiple conditions. Methods Students in three western states in grades three through eight who had visual ( n = 117) or print ( n = 178) disabilities participated in an abbreviated test constructed of retired assessment questions in English language arts, mathematics, and science, that were aligned with each state's instructional standards, under conditions with and without standardized description of graphic images. The study used a within-subjects block design to collect and compare comprehension data under conditions where audible image description was both used and not used in an abbreviated test. Results Results indicated that students who read braille were more likely to respond correctly under the audible image description condition, and students with visual and print disabilities who used print were equally likely to respond correctly regardless of condition. Discussion Braille readers were more likely to obtain a correct answer when audible image description accompanied the question. Audible image description did not affect the likelihood of a correct response from students with print disabilities or students with visual disabilities who read print. Implications for practitioners Audible image description is an accommodation that may help braille readers perform better on tests. Although the Partnership for Assessment of Readiness for College and Careers (PARCC) and Smarter Balanced consortia are taking steps to include image (or picture) descriptions in their assessment accommodations, teachers may want to develop a standard method for describing images and familiarize their braille readers to the strategy by including it in instruction and in classroom tests. Readers are referred to the National Center on Accessible Media's online guidelines for image description.

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Ok, Min Wook, and Kavita Rao. "Using a Digital Pen to Support Secondary Students With Learning Disabilities." Intervention in School and Clinic 53, no. 1 (February 1, 2017): 36–43. http://dx.doi.org/10.1177/1053451217692567.

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Secondary students with learning disabilities (LD) can benefit from using assistive and instructional technologies to support content and skill acquisition. Digital pens have features that can be beneficial for students who struggle with comprehension, note taking, and organization. Livescribe pens, in particular, provide a variety features that teachers and students can use as a support for note taking, content review and test preparation, formative assessment, and testing accommodations and as a math calculator for secondary students with LD. This article describes several ways that teachers can integrate digital pens to support secondary students with LD and discusses potential benefits and challenges regarding the use of these pens.

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Ellis, Edwin S. "Watering Up the Curriculum for Adolescents with Learning Disabilities: Goals of the Knowledge Dimension." Remedial and Special Education 18, no. 6 (November 1997): 326–46. http://dx.doi.org/10.1177/074193259701800603.

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Many accommodations, though designed to ensure success of adolescents with learning disabilities in content area classes, water down the curriculum by reducing opportunities to learn and emphasizing memorization of facts. This article explores how watering up the curriculum to create "thought-full" classrooms can facilitate achievement of learning and development of deep knowledge structures. six basic principles associated with making knowledge construction more meaningful and robust are examined, and examples of specific instructional techniques particularly appropriate for use in inclusive classroom settings are provided. These techniques focus on teaching big ideas, promoting elaboration, relating to real-world contexts, and integrating thinking skills and strategies into the curriculum.

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Clossen, Amanda S. "Beyond the Letter of the Law: Accessibility, Universal Design, and Human-Centered Design in Video Tutorials." Pennsylvania Libraries: Research & Practice 2, no. 1 (May 2, 2014): 27–37. http://dx.doi.org/10.5195/palrap.2014.43.

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This article demonstrates how Universal and Human-Centered Design approaches can be applied to the process of library video tutorial creation in order to enhance accessibility. A series of questions that creators should consider in order to focus their design process is discussed. These questions break down various physical and cognitive limitations that users encounter, providing a framework for future video creation that is not dependent on specific software. By approaching accommodations more holistically, videos are created with accessibility in mind from their conception. Working toward the ideal of a video tutorial that is accessible to every user leads to the creation of more clearly worded, effective learning objects that are much more inclusive, making instructional concepts available to users of all abilities.

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Clarke, Shelley, Glen Dunlap, Lynn Foster-Johnson, Karen E. Childs, Diane Wilson, Ronnie White, and Arcadia Vera. "Improving the Conduct of Students with Behavioral Disorders by Incorporating Student Interests into Curricular Activities." Behavioral Disorders 20, no. 4 (August 1995): 221–37. http://dx.doi.org/10.1177/019874299502000402.

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This investigation explored the effects of individualized, curricular accommodations that were developed to reduce the problem behaviors of four students who exhibited behavioral challenges. First, assessments were conducted to identify curricular assignments associated with high levels of problem behavior and to determine the students’ individual preferences and interests. This information was then used to modify the assignments in accordance with the students’ interests while maintaining the integrity of the instructional objectives. These modifications resulted in reduced levels of problem behavior and elevated rates of desirable behavior for each student. Data on response rate and work completion also favored the interesting assignments. The effects were demonstrated within ongoing academic activities and were replicated through the use of reversal designs. These data contribute to a growing recognition that curricular adaptations which incorporate student interests can exert significant influences on the behavior of students in classroom environments.

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Tanjung, Pradana Akbar, and Ashadi Ashadi. "DIFFERENTIATED INSTRUCTION IN ACCOMMODATING INDIVIDUAL DIFFERENCES OF EFL STUDENTS." Celtic: A Journal of Culture, English Language Teaching, Literature, & Linguistics 6, no. 2 (December 26, 2019): 63. http://dx.doi.org/10.22219/celticumm.vol6.no2.63-72.

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ABSTRACTMany EFL (English as a Foreign Language) classrooms all around the globe are full of students with individual differences. Evidently, the students possess individual differences because they come from various settings with diverse backgrounds. The divergences among students might be unique in nature and they could possibly affect the English teaching and learning process. One of the clear examples is the fact that not all learning instructions provided by teachers are effective in accommodating the differences in the classroom. This situation leads to the emergence of implementing differentiated instruction, often believed to be able to give the students equal chances to learn and experience English effectively at their full potential. This library-based paper reviews several previous practices of differentiated instruction in English classrooms. Further, it attempts to examine how differentiated instruction has been implemented in various EFL contexts. It also attempts to reveal the fundamental reasons behind the success of differentiated instruction in the many English classrooms by relating theories and practices of the previous research studies focused on the topic. This paper ends with a summary of the various findings and discusses it in the light of theories and literatures in differentiated instruction with a particular interest in EFL settings.

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Tanjung, Pradana Akbar, and Ashadi Ashadi. "DIFFERENTIATED INSTRUCTION IN ACCOMMODATING INDIVIDUAL DIFFERENCES OF EFL STUDENTS." Celtic: A Journal of Culture, English Language Teaching, Literature and Linguistics 6, no. 2 (December 26, 2019): 63. http://dx.doi.org/10.22219/celtic.v6i2.9941.

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ABSTRACTMany EFL (English as a Foreign Language) classrooms all around the globe are full of students with individual differences. Evidently, the students possess individual differences because they come from various settings with diverse backgrounds. The divergences among students might be unique in nature and they could possibly affect the English teaching and learning process. One of the clear examples is the fact that not all learning instructions provided by teachers are effective in accommodating the differences in the classroom. This situation leads to the emergence of implementing differentiated instruction, often believed to be able to give the students equal chances to learn and experience English effectively at their full potential. This library-based paper reviews several previous practices of differentiated instruction in English classrooms. Further, it attempts to examine how differentiated instruction has been implemented in various EFL contexts. It also attempts to reveal the fundamental reasons behind the success of differentiated instruction in the many English classrooms by relating theories and practices of the previous research studies focused on the topic. This paper ends with a summary of the various findings and discusses it in the light of theories and literatures in differentiated instruction with a particular interest in EFL settings.

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Paribakht, T. Sima, and Marjorie Bingham Wesche. "Reading Comprehension and Second Language Development in a Comprehension-Based ESL Program." TESL Canada Journal 11, no. 1 (October 26, 1993): 09. http://dx.doi.org/10.18806/tesl.v11i1.623.

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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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Davie, Emily, Malissa Martin, Micki Cuppett, and Denise Lebsack. "Effectiveness of Mobile Learning on Athletic Training Psychomotor Skill Acquisition." Athletic Training Education Journal 10, no. 4 (October 1, 2015): 287–95. http://dx.doi.org/10.4085/1004287.

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Context Instruction of psychomotor skills is an important component of athletic training education. Accommodating the varied learning abilities and preferences of athletic training students can be challenging for an instructor initiating skill acquisition in a traditional face-to-face (F2F) environment. Video instruction available on mobile devices may offer an alternative teaching tool, allowing for student-initiated learning. Objective To compare outcomes of Quick Clips (QC) instruction with F2F instruction as measured by skill-examination scores. Design Quasi-experimental. Setting Five higher learning institutions with Commission on Accreditation of Athletic Training Education (CAATE) accredited athletic training education programs. Patients or Other Participants Seventy-four pre-athletic training students, average age 18.86 ± 1.0 years (49 women, 25 men), volunteered for this study. Participants were randomly assigned to 1 of 2 instructional groups (F2F or QC). Intervention(s) The principal investigator provided F2F instruction to 38 participants in 3 skills (knee valgus stress test, middle trapezius manual muscle test, and goniometric measurement of active ankle dorsiflexion). The remaining 36 participants watched 3 QC videos demonstrating the same skills. Main Outcome Measure(s) Three individual skill exam scores and the total score. Results A 1-way multivariate analysis of variance indicated a significant effect (P < .0001) of instructional method on exam scores. Follow-up univariate analysis of variance indicated knee valgus stress test exam scores were significantly higher after F2F instruction (P < .0001). Neither manual muscle test nor goniometric measurement exam scores were affected by instructional method. Conclusions The findings support the use of QC as an alternative to F2F instruction for 2 of the 3 skills. This finding is similar to studies reported in the nursing literature on computer-assisted learning, which found inconclusive evidence to support the superiority of one method over another. Mobile video instruction is an effective teaching strategy. It may be best utilized to supplement traditional F2F instruction.

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Tribett, Erika Lauren, Kavitha Ramchandran, Joshua Fronk, Judy Passaglia, Kelly Bugos, Manuela Kogon, Lori Klein, et al. "Palliative Care Always as a massive open online course (MOOC) to build primary palliative care in a global audience." Journal of Clinical Oncology 34, no. 26_suppl (October 9, 2016): 123. http://dx.doi.org/10.1200/jco.2016.34.26_suppl.123.

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123 Background: Primary palliative care (PC) is critical to improve access to PC from the point of diagnosis. Still, barriers exist to providing primary PC worldwide, including a lack of awareness, time, and training. Interactive online learning experiences can help overcome these. This project describes a massive open online course (MOOC)--Palliative Care Always--designed to build primary PC skills in a global audience. Methods: A team of PC providers and online instructional experts developed 12 modules that included: patient scenes, brief lectures, empathy exercises, and Google Hangout discussions. Course objectives included awareness of PC, practicing effective communication skills, basic symptom assessment and management. The target audience included oncology clinicians; secondary audience included patients and families. The MOOC launched January-April 2016. Participant engagement, satisfaction and self-reported knowledge were assessed through pre- and post-surveys. Multiple choice assessments captured knowledge gain. Follow-up assessments will be distributed three months post-MOOC. Results: By April 2016, the course reached 1,300 participants from 91 countries. 54% were from the US, followed by India, Brazil, and Canada. 76% were healthcare professionals, the majority being nurses (40%), physicians (19%) and social workers (13%). The remaining 24% included patient, caregivers, and others interested in PC. Top reasons for enrolling were interest in PC, personal growth and job relevance. On average, 27% of enrollees actively engaged week-over-week. Eighty-six percent of respondents were “very satisfied” with the amount learned, and over 50% cited learning “a great deal” in: communicating difficult news, goals of care, psychosocial and hospice care. 93% cited being “very likely” to recommend the course. Conclusions: Interactive MOOC experiences have the potential to build PC awareness, primary skills and global PC networks. Upcoming iterations will incorporate: accommodations for varying levels of PC knowledge; additional opportunities for interaction between participants, including social networks; blended learning; and evaluation of impact on practice and healthcare outcomes.

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Vatterott, Cathy, and George J. Yard. "Accommodating Individual Differences through Instructional Adaptations." Middle School Journal 24, no. 5 (May 1993): 23–28. http://dx.doi.org/10.1080/00940771.1993.11496087.

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Khasbani, Imam. "Reframing test accommodation practice on English high-stake examination in Indonesia." EduLite: Journal of English Education, Literature and Culture 4, no. 2 (September 4, 2019): 142. http://dx.doi.org/10.30659/e.4.2.142-155.

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The need to provide equal education access through an inclusive system to students with difficulties (henceforth SwD) has witnessed a substantially growing interest in the last recent years. As a standard practice of education and accountability system is inseparable, the need to include SwD in large-scale assessments has also become a central interest of many pedagogical practitioners around the world. This situation has later initiated the invention of test accommodation. With their challenges and difficulties, SwD are not expected to take part in the regular procedure of assessments. This paper, with regard to the above assertions, seeks to examine the accommodation practice in Indonesian educational system. It will primarily focus on analysing the types of accommodation applied in the country’s English high-stake assessment and the evaluation of the effectiveness of the ongoing practice. Contrary to common belief, accommodation in a language test is not exclusively aimed to accommodate students with mobility and cognitive challenges. Test accommodation is also aimed at helping students who face difficulty in the language of classroom instructions. However, due to the limited space reason and the fact that the phenomenon of learning difficulties caused by the inability of students to understand the language of instruction is uncommonly reported in Indonesian educational settings, this paper will primarily focus on the accommodation issue for students with physical and mental difficulty. Apart from highlighting on the history of test accommodation as well as the related issues, this paper will cover the nature of Indonesia’s practice towards test accommodation and discuss its real implementation. Further recommendations on how the test accommodation should be conducted in Indonesia educational settings will be discussed.

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Holzberg, Debra G., David W. Test, and Dana E. Rusher. "Self-Advocacy Instruction to Teach High School Seniors With Mild Disabilities to Access Accommodations in College." Remedial and Special Education 40, no. 3 (January 18, 2018): 166–76. http://dx.doi.org/10.1177/0741932517752059.

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For students with high-incidence disabilities, the transition from secondary to postsecondary educational settings poses the additional challenge of acquiring accommodations. Self-advocacy interventions have been identified as important skills for students with disabilities in accessing accommodations. The purpose of this study was to examine the effects of Self-Advocacy and Conflict Resolution (SACR) instruction on the ability of four high school seniors with mild disabilities to request and negotiate academic accommodations. Results of this multiple probe across participant study indicated a functional relation between SACR instruction and students’ ability to request and negotiate academic accommodations in a role-play situation and in situ. Implications for practice and suggestions for future research are offered.

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Roller, Cathy M. "ACCOMMODATING VARIABILITY IN READING INSTRUCTION." Reading & Writing Quarterly 18, no. 1 (January 2002): 17–38. http://dx.doi.org/10.1080/105735602753386324.

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Destefano, Lizanne, James G. Shriner, and Claire A. Lloyd. "Teacher Decision Making in Participation of Students with Disabilities in Large-Scale Assessment." Exceptional Children 68, no. 1 (October 2001): 7–22. http://dx.doi.org/10.1177/001440290106800101.

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This article reports on the findings of a study to test the effectiveness of an intervention with teachers and administrators to improve decision making regarding participation and accommodation for students with disabilities in large-scale assessments. Using a pretest/posttest, multiple measures design involving more than 80 teachers, the study assessed the impact of training on teacher's knowledge and confidence about participation and accommodation, accommodation decisions for hypothetical students, and actual accommodation decisions the following year. Results indicate that after training, there was a stronger relationship among participation/accommodation, curriculum, and instructional needs. Teachers expressed high confidence in their ability to make accommodation decisions after training.

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Vajoczki, Susan, Susan Watt, Nancy Fenton, Jacob Tarkowski, Geraldine Voros, and Michelle M. Vine. "Lecture capture: An effective tool for universal instructional design?" Canadian Journal of Higher Education 44, no. 2 (August 31, 2014): 1–29. http://dx.doi.org/10.47678/cjhe.v44i2.183273.

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Student enrolment and instructional accommodation requests are rising in higher education. Universities lack the capacity to meet increasing accommodation needs, thus research in this area is required. In Ontario, new provincial legislation requires that all public institutions, including universities, make their services accessible to persons with disabilities. The objective of the Accessibility for Ontarians with Disabilities Act (AODA) is to provide universal access for students with disabilities. The purpose of this case study is to understand the experiences of students regarding the ability of a lecture capture technology to align with the principles of Universal Instructional Design (UID). Data were collected using a mixed-method research design: (a) an online questionnaire, and (b) individual face-to-face interviews. Scholarship of Teaching and Learning (SoTL) literature provides a useful background to explore AODA legislation and universal accessibility vis-à-vis lecture capture technologies. Results indicate that lecture capture can align both with the principles of UID and AODA.

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Kemper, Susan, Meghan Othick, Hope Gerhing, Julia Gubarchuk, and Catherine Billington. "The effects of practicing speech accommodations to older adults." Applied Psycholinguistics 19, no. 2 (April 1998): 175–92. http://dx.doi.org/10.1017/s014271640001002x.

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AbstractThis study evaluated the effects of practice with a referential communication task on the form and effectiveness of elderspeak, a speech register targeted at older listeners. The task required the listener to reproduce a route drawn on a map following the speaker's instructions. Young adults were given extended practice with this task to determine if they would modify their fluency, prosody, grammatical complexity, semantic content, or discourse style. The effectiveness of the young speakers' instructions was also evaluated in terms of how accurately their older partners could reproduce the routes and in terms of the older adults' evaluations of their own communicative competence. With practice, the young adults' instructions became shorter, simpler, slower, and more repetitious; these selective changes did not affect the older adults' accuracy, but did result in lower self-ratings of communicative competence by the older partners. In a second study, a new group of young adults was given extended practice with young adults as partners. The practice effects were limited to fluency (sentence length and speech rate) and had no effect on the young partners' accuracy or selfratings of communicative competence.

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Masinter, Michael R. "Alternative delivery instruction not required as an accommodation." Disability Compliance for Higher Education 23, no. 5 (November 15, 2017): 1–3. http://dx.doi.org/10.1002/dhe.30367.

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Tyree, Rhonda Beach, THOMAS A. FIORE, and REBECCA A. COOK. "Instructional Materials for Diverse Learners." Remedial and Special Education 15, no. 6 (November 1994): 363–77. http://dx.doi.org/10.1177/074193259401500605.

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In today's diverse classrooms, teachers need and students deserve educational tools that serve a wide range of learners. Fortunately, making instructional materials more accommodating does not have to mean sacrificing the needs of one group of students for those of another. Many features that are good for diverse learners are good for all learners. Text characteristics that have been shown to enhance learning are proposed to improve the audience appropriateness, text organization, and use of organizational aids in instructional materials. Reform of the design, selection, and use of materials will require a concerted effort by publishers, policymakers, and practitioners.

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Hammen, John L. "Accommodating Student Diversity in Remote Sensing Instruction." Journal of Geography 91, no. 1 (January 1992): 28–31. http://dx.doi.org/10.1080/00221349208979334.

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Larson, Erik D., Martha L. Thurlow, Sheryl S. Lazarus, and Kristin K. Liu. "Paradigm Shifts in States’ Assessment Accessibility Policies: Addressing Challenges in Implementation." Journal of Disability Policy Studies 30, no. 4 (May 9, 2019): 244–52. http://dx.doi.org/10.1177/1044207319848071.

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Providing accessibility features and accommodations to students with disabilities has been recognized as an important way to improve access to instruction and to assessments. This recognition was in large part a result of a paradigm shift that saw students with disabilities being held to the same standards on state assessments as their peers without disabilities. This article describes this paradigm shift of the 1990s, putting into context a more recent paradigm shift that, since 2009, has pushed the field to think about access to instruction and assessments for all students. It reviews recent research on making decisions about accessibility features and accommodations for all students, including those with disabilities, and then identifies implications for policy and research.

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Jenkins, Joseph R., Mark Jewell, Norma Leicester, Rollanda E. O'Connor, Linda M. Jenkins, and Nina M. Troutner. "Accommodations for Individual Differences without Classroom Ability Groups: An Experiment in School Restructuring." Exceptional Children 60, no. 4 (February 1994): 344–58. http://dx.doi.org/10.1177/001440299406000406.

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This study examined an alternative approach for organizing reading and language arts instruction to accommodate individual differences in reading ability. The approach featured Cooperative Integrated Reading and Composition (CIRC), conducted without ability groups, with cross-age and peer tutoring, supplementary phonics instruction for some students, and classroom-based instruction from compensatory and special education teachers. Students in regular, remedial, and special education were included in an experimental and a control school. We found significant effects on reading vocabulary, total reading, and language scores in favor of the experimental school; but on several other measures, including behavior ratings, we did not detect treatment effects.

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Slavin, Robert E., Robert J. Stevens, and Nancy A. Madden. "Accommodating Student Diversity in Reading and Writing Instruction." Remedial and Special Education 9, no. 1 (January 1988): 60–66. http://dx.doi.org/10.1177/074193258800900111.

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Thompson, Tony, and Stephen Sproule. "Calculators for Students with Special Needs." Teaching Children Mathematics 11, no. 7 (March 2005): 391–95. http://dx.doi.org/10.5951/tcm.11.7.0391.

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A framework to aid instructional decision-making regarding classroom calculator use. The guide focuses on both teacher goals and the students' needs and abilities. The reader is challenged to rethink the possible role that calculators can serve for all students, in particular, as a classroom accommodation for students with special needs.

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Zulfiani, Zulfiani, Iwan Permana Suwarna, and Sujiyo Miranto. "SCIENCE EDUCATION ADAPTIVE LEARNING SYSTEM AS A COMPUTER-BASED SCIENCE LEARNING WITH LEARNING STYLE VARIATIONS." Journal of Baltic Science Education 17, no. 4 (August 20, 2018): 711–27. http://dx.doi.org/10.33225/jbse/18.17.711.

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Students with their different learning styles also have their own different learning approaches, and teachers cannot simultaneously facilitate them all. Teachers’ limitation in serving all students’ learning styles can be anticipated by the use of computer-based instructions. This research aims to develop ScEd-Adaptive Learning System (ScEd-ASL) as a computer-based science learning media by accommodating students’ learning style variations. The research method used is a mixed method at junior high schools in Tangerang Selatan. The final product of the research is a special learning media appropriate to students’ visual, aural, read/write and kinesthetic learning styles. The uniqueness of the media is its form of integrated science materials, accommodating fast and slow learners, and appropriate to their learning styles. ScEd-Adaptive Learning System as a developed computer-based science learning media was declared as good and valid by four media experts and five learning material experts. ScEd-ALS for kinesthetic style has a high effectivity to improve students learning mastery (100%), consecutively aural (63%), read/write (55%), and visual (20%). This media development can be continued with the Android version or iOS to make it more operationally practical. Keywords: adaptive learning system, science learning media, computer-based instruction, learning style.

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Benjamin, LaToya, and Sunddip Panesar-Aguilar. "Implementation of Differentiated Instruction in Middle School Classrooms: A Qualitative Study." World Journal of Education 10, no. 1 (February 21, 2020): 81. http://dx.doi.org/10.5430/wje.v10n1p81.

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Despite research on the benefits of implementing Differentiated Instruction (DI) practices within an inclusive classroom, many teachers do not utilize the practice regularly. An instrumental case study that included teachers from 1 middle school in a rural school district in a southeastern state was used as the qualitative research design in this study. The purpose was to explore rural middle school teachers’ experiences and challenges with incorporating the components of DI to support special education students in inclusion classrooms. Tomlinson’s model of DI as it relates to teachers providing responsive instruction to meet the needs of each of their students regardless of their ability was used as the conceptual framework. A purposeful sample of 10 middle school teachers Grades 6–8 from various content areas in the school participated in interviews, observations, and submitted documents for review. Data were coded and thematic relationships and patterns related to the DI framework emerged. Themes included concerns regarding teachers’ lack of knowledge and professional development for fidelity of implementation of DI with special needs students, insufficient resources to support implementation of DI, and concerns with class size and accommodation of DI needs of all students within an inclusion-based classroom. Based on the results, the research may contribute to positive social change by helping middle school teachers use the components of DI in their inclusion-based classes and by providing instructional support to enhance learning and increase academic success for special education students.

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Maheady, Larry, Barbara Mallette, and Gregory F. Harper. "Accommodating Cultural, Linguistic, and Academic Diversity: Some Peer-Mediated Instructional Options." Preventing School Failure: Alternative Education for Children and Youth 36, no. 1 (October 1991): 28–31. http://dx.doi.org/10.1080/1045988x.1991.9944581.

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Chinien, Chris A., and France Boutin. "Cognitive Style FD/I: An Important Learner Characteristic for Educational Technologists." Journal of Educational Technology Systems 21, no. 4 (June 1993): 303–11. http://dx.doi.org/10.2190/wvuw-q5mu-ye9m-dff4.

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The cognitive style field-dependent/field-independent (FD/FI) which represents the learners' typical mode of gaining, storing, processing and using information, accounts for considerable variations in achievement among learners. Accommodating this cognitive style construct in the instructional design process may narrow the differental learning gain between FD and FI learners. The purpose of this article is to review the literature on the cognitive style FD/FI and to suggest some implications for educational technologists in their efforts to address individual differences among learners during the instructional design process.

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Gin, Logan E., Frank A. Guerrero, Sara E. Brownell, and Katelyn M. Cooper. "COVID-19 and Undergraduates with Disabilities: Challenges Resulting from the Rapid Transition to Online Course Delivery for Students with Disabilities in Undergraduate STEM at Large-Enrollment Institutions." CBE—Life Sciences Education 20, no. 3 (September 2021): ar36. http://dx.doi.org/10.1187/cbe.21-02-0028.

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This article explores how the rapid transition to online instruction as a result of the COVID-19 pandemic affected students with disabilities. Findings suggest challenges related to access to existing accommodations, unique challenges in the online environment, and factors that prevented students from being properly accommodated in STEM courses.

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Lau, Kwok-chi. "A Water Balloon Eye Model for Teaching about the Human Eye." American Biology Teacher 82, no. 5 (May 1, 2020): 341–43. http://dx.doi.org/10.1525/abt.2020.82.5.341.

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A physical eye model made of a water balloon and a convex lens is described. It can be used to model how an image is formed in the eye as well as shortsightedness and farsightedness. The model is unique in featuring a fluid-filled “eyeball” with “intraocular pressure,” making it a useful tool for teaching about accommodation and glaucoma. Instructional ideas for the model are suggested.

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Journal articles on the topic 'Instructional accommodations'

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