Access skills, therefore, can be the focus of accommodations, as altering them may remove a barrier to student participation but will not compromise the academic rigor of classroom activities. In contrast, access skills are those needed for the student to take part in a class assessment or instructional activity but are not themselves the target of current assessment or instruction. This teacher would not allow a typical student who struggles with computation to do fewer than the assigned 20 problems, as this change would undermine the target skill of computational fluency that is the purpose of the assignment. To work toward this goal, the teacher has his class complete a worksheet of 20 computation problems under timed conditions. For example, a 4th-grade teacher sets as a target skill for his class the development of computational fluency in basic multiplication facts. Target skills are therefore 'non-negotiable' the teacher must ensure that these skills are not compromised in the instruction or assessment of any general-education student. Target skills are those academic skills that the teacher is actively trying to assess or to teach. Review sample task-accommodation strategies from this application.Īccommodation both supports individual student differences and sustains a demanding academic environment, teachers should distinguish between target and access skills (Tindal, Daesik, & Ketterlin, 2008).Review the Accommodations Finder Manual.As an aid in determining whether a particular Identifying Appropriate Accommodations: Access vs. Read on for guidelines on how to select classroom accommodations to promote school success, verify whether a student actually needs a particular accommodation, and judge when accommodations should be used in instruction even if not allowed on state tests. After all, students with academic deficits must actually accelerate learning to close the skill-gap with peers, so allowing them to do less is simply not a realistic option. However, teachers also know that they must strike an appropriate balance: while accommodations have the potential to help struggling learners to more fully engage in demanding academics, they should not compromise learning by holding a general-education student who accesses them to a lesser performance standard than the rest of the class. Made available to any general-education student who needs them (Kern, Bambara, & Fogt, 2002). Teachers can increase the chances for academic success by weaving into their instructional routine an appropriate array of classwide curricular accommodations Furthermore, 1 in 10 students now attending American schools is an English Language Learner (Institute of Education Sciences, 2012) who must grapple with the complexities of language acquisition in addition to the demands of academic coursework. For example, recent national test results indicate that well over half of elementary and middle-school students have not yet attained proficiency in mathematics (NAEP, 20011a) or reading (NAEP 2011b). But a teacher facing any class knows that behind that group of attentive student faces lies a kaleidoscope of differences in academic, social, self-management, and language skills. ![]() Classrooms in most schools look pretty much alike, with students sitting at rows of desks attending (more or less) to teacher instruction.
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