Accommodations are an effective means for students of all learning abilities to engage with their classes in a fair and equal manner. However, the efficacy of accommodations depends on the quality of their implementation.
Successful implementation of reasonable accommodation is the means by which students can access their academic potential. It's a process that requires consistency, communication, and comprehensive training. Implementation is the responsibility of not just teachers, but administrators as well.
It is most helpful to think of implementation as occurring in three phases.
Policy and procedure
Policy and procedure development is the first phase. This phase requires the organization to properly define what accommodations are, who they are applicable to, how they will be repeated, and who will manage the process. This type of implementation takes place at the administrative level.
For example, a model policy may include the following elements:
- Purpose − Here the policy will clearly define its objectives, for example, "The purpose of this document is to detail how the organization will provide and implement reasonable accommodations."
- Covered Persons − Provide a detailed definition of who is covered by the policy (persons with disabilities as defined in the Americans with Disabilities Act).
- What is a Reasonable Accommodation− Provide a detailed description of what is and what is not a reasonable accommodation. Provide examples of the types of accommodations that the organization may provide (but are not limited to).
- Responsibilities− Define the responsibilities of the person requesting an accommodation and of the organization to provide reasonable accommodation.
- Identify Manager− Clearly identify the designated individual or position that manages accommodation requests.
- Interactive Process− Explain the interactive process.
- Procedure for Processing Reasonable Accommodations − Explain the organization's process for providing a reasonable accommodation.
- How to Initiate a Request− Enumerate the requestor's responsibilities to initiate a reasonable accommodation request.
- Time Frame - Provide time frames for processing (and stick to them).
- Monitoring and Managing a Request− How will the organization monitor how effective the accommodation is and will it be managed?
- Appeals Process− How can a requestor appeal a decision which led to a denial of the request or a modification to the original request?
Consider, for example, a student with ADHD requesting a reader for exams. The student provides all necessary documentation, the accommodation is processed as defined by the policy, approved, and implemented. On the day of testing, the student begins to ask questions about statements on the test. The reader explains that they can only read what is on the test and cannot provide any further details about the tests' question meaning or purpose. The student requests the designated individual to observe the process as they believe they are entitled to further explanation.
There are two issues here. First, a reader is not hired to interpret meaning, so further explanation, by default, should be off the table. However, what if the test questions are written poorly? For example, during an American History exam, the following question is posed to the student:
Abraham Lincoln was the 16th President of the United States. He was born on February 12, 1809, and majored in law. Throughout his presidency, he pondered the pros and cons of the emancipation proclamation, and often held his wife's counsel near and dear to his heart. When the Kansas-Nebraska Act was passed, he became very disillusioned with slavery, and he was quite the visionary. He once said "Folks are about as happy as they want to be." Looking back at his entire life, what accomplishments would be viewed as his most significant when his entire career is taken into consideration?
Of course, most people would say he ended slavery and the Civil War, or some variation of that answer. But that question is not clear to many students, which does not mean it is a reflection of their study habits. Using clear and simple language is important to ensure effective communication, but this question is unnecessarily complicated. This question does not test whether the student understands Lincoln's greatest accomplishment, but rather confuses and complicates a straightforward takeaway from Lincoln's career.
With that said, a reader is not employed to explain the question. If the question cannot be understood as read, there may be another accommodation needed − it depends on the learning objective of the course. Is it to learn about Lincoln or is it to verify a student's reading comprehension skills. The objective will determine whether or not an accommodation is needed, and it requires a designated individual to make that determination.
Administrators should be cautioned against becoming complacent after establishing policy − a designated individual must be assigned to manage the process. It is not enough to simply adopt a policy and leave it for the teachers to figure out how to apply it themselves. The responsibility of administrators also carries into the next implementation phase.
Process implementation
In this second phase, administrators make sure teachers are up to speed. Process implementation involves effective training, supervision, and workshops. This goes beyond a cursory knowledge of accommodations and adapted policies. Teachers should be educated about the nature of the student’s needs and why the accommodation is helpful.
Teachers should also be taught how to best support the student through the accommodations. This involves learning how to answer questions students may have about the accommodation. It also involves teachers learning how to properly handle any and all necessary equipment.
Let’s say, for example, that a school is training around the needs of a non-verbal student who uses an iPad to communicate. As part of process implementation, teachers should be trained on how to properly operate and maintain the accommodating device (the iPad). In addition, teachers should be trained extensively on the nature of the student’s communication needs. For example, they should plan for scenarios such as the iPad not working or the student not wanting to use it. What will the teacher do if the iPad isn't working, or the textbook they are using for a particular piece of coursework is not available digitally? Are alternative accommodations in place?
Performance implementation
In this phase, teachers take their training knowledge and apply it to the classroom. Communication is essential at this stage. Part of this involves the management of student expectations. Teachers should make sure that students know what their accommodations are and their intended purpose. This includes explaining to students what the accommodations do and don’t do.
For example, it may be necessary to explain to a student that extended exam time doesn’t mean they’re guaranteed a good grade.
Teachers should ensure they can implement accommodations consistently. This may require allowing students to become familiar with accommodations before class or exam time. For example, practice using a communication device with a student during recess or before school starts.
Teachers should also ensure their classrooms are in a position to allow the student to access their accommodations. This could include adjusting seating arrangements. For example, making sure to save a seat at the front of the class for a student with a visual impairment.
Conclusion
Implementing a strong accommodation policy at your school requires a strong policy, a designated individual, communication with the teacher and student, and management of the policy to ensure accommodations are properly selected, provided, and managed. Ineffective accommodation not only provides no benefit for the student but can become a distraction to others as well.
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