Planning Language Programs for Students with Special Education Needs

Investigating Language (Grades 1-8); Published 2006 (revised)
Planning Language Programs for Students with Special Education Needs

·         Classroom teachers are the key educators

·          Teachers must work collaboratively with special education teachers

·         Goal is that every student should be prepared for living with the highest degree of independence possible

·         Principles that should guide all program planning for students with special education needs: all students can succeed; incorporates evidence-based best practices for effective instruction; involves a support team for the classroom teacher that includes the principal, other teachers, and professional resources; and incorporates universal design; involves differentiated instruction.

·         Teachers should plan programs that recognize diversity and give students tasks that respect their particular abilities

·         Flexible group for instruction is important

For planning, teachers need to think about:

? Is it appropriate for the student?

? Are accommodations4 or modifications needed?

? Is there a need for modified expectations, with the possibility of accommodations?

? Is everything noted in the student’s IEP?

? If Accommodations are required only, is it noted on their IEP?

Types of accommodations:

·         Instructional accommodations are changes in teaching strategies,

·         Environmental accommodations are changes that the student may require in the classroom and/or school environment,

·         Assessment accommodations are changes in assessment procedures

Some children will have modified expectations which would differ from regular grade-level expectations. These:

·         must represent specific, realistic, observable, and measurable achievements that the student can demonstrate independently.

·         should be expressed in such a way that the student and parents can understand exactly.

·         must be identified in the student’s IEP with the grade level of the learning expectations).

·         must be reviewed in relation to the student’s progress at least once every reporting period, and must be updated as necessary.

·         must include a checked IEP box on the Provincial Report Cards for any subject in which the student requires modified expectations.

·         must include the appropriate statement from the Guide to the Provincial Report Card, Grades 1–8,

1998 (page 8).