Chapter 4- Making Curriculum Accessible Through Instructional Strategies and Accommodations
Wow! That was a long title!
UDL, RTI, Accommodations- this chapter gives a good overview of these three topics. I also loved the example given about a lesson that used UDL- the rock lesson. Oh how I wish every teacher taught in this way! It is so difficult to change the way teachers teach, especially when they typically do not attend Professional Development Sessionsto help improve their teaching techniques. Strictly paper/pencil tasks is just not supportive of all student needs.
In my district, we use the RTI model of 3-tiered instructional supports. It is how we structure the additional supports in our school. This year, we have a significant number of emotionally/behaviourally needy students in our primary classes- one student who is quite violent, one student who is a flight risk, another student who is both violent and a flight risk and a fourth student who is a risk to himself. Due to this, we have placed a large amount of support into these classrooms. Unfortunately, this leaves some of our other students in the intermediate wing less supported. How I wish our school and mostly, our district were funded adequately so that we were better able to meet the needs of our students.
Accommodations/adaptations is an area that is a real struggle for some of my colleagues to understand. They often get it and modifications mixed up. I really like the list that they have placed at the end of this chapter. Some of these I often forget to include on my IEPs, so it will be great to utilize this book when writing them next time.
Does your school/district use the RTI model of instructional support?
Is UDL being used effectively in your school? Do you, like me, have colleagues who are not utilizing this method for including all students, giving them all access to the curriculum?
Do you have any accommodations that are not on the list but might be helpful to others in the group?