Examples

ways that we are able to assist to help a student:

Accommodations are to give a "level playing field" to all students within the classroom. 

What are considered exceptionalities that you may be working with:

*Behaviour

*Communication

           -Autism, deaf or hard at hearing, and many different language delays or impairments

*Intellectual

           -Giftedness, intellectual disabilities and different developmental disabilities. 

*Physical disabilities

           -loss or limited use of body, vision concerns from limited site to fully blind.

*Multiple 

           -many combinations from the list above

(www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatworks.html)

Adapt:
We are able to change the number of things the student will be expected to complete or learn.

Inclusive:

Quality vs Quantity. 

We may not always get the student to do 10 questions but if they do 4 and do them well that is just as good.

Step by step instructions, templates, electronic notes, provided notes and feedback and allowing the student to change their answers. Allowing student to write a paper or to do the same paper in a power point. 

Assistance to help write out the plan of the project and that they need to do next. 

Non-inclusive:

strict guidelines that can not be changed. 

having the student work in the noisy classroom when they work better in a quiet area.

An Example with a student would be:

A student that is struggling to complete math questions where they are subtracting two and three digit numbers the assistant would try different ways to explain. If the student is still struggling manipulatives can come into and be used to teach subtraction. To be inclusive whoever would like to use the manipulatives can, when we are being non inclusive it would be said that only those the teacher or the assistance said could use the manipulatives otherwise you had to figure it out on your own.

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Time:

Allowing the allotted  time to be adjusted to allow the task to be completed or the assignment to be finished. 

Inclusive:

Allowing the student extra time if it takes them longer to process or to write, this way they are able to not feel rushed and to do their best work. This time limit does need to be looked at to see if the considerations would affect the end result of the task, meaning that if they need to do something in a certain time frame to save a life there would not be the room to allow the extra time. 

Non-inclusive:

Everyone would have the same time limit

An example with a student would be:
A student that is needing to have the test read to them is going to need more time to processes what is being said to them, and allow them to not rush. When we take the stress of the time students can normally do better. The other things that can be done to show how much time there is and how much time is left of the time as this sometimes helps calm the student, and can help others too.

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Difficulty:

Skill level can be changed and the equipment used to produce the final product maybe different. 

Inclusive:

Allow simplified task directions and change rules to accommodate students. Allowing the use of Assistive technology to increase the efficiency and function and as well the capacity of the student with special needs. If the student needs to have it information in audio or visual this would be available and also available even to those who did not need of it by definition. 

Non-inclusive

only providing one way of instructions or one way of preforming a task. When the task is set at a grade level and not moved down for those that are not at the same point or understanding. 

An example with a student would be:

learning to bake you could make the visual for the student. An example could be this:
this could be given to all students or just give to the students that need it but if it is (task galore for the real world by Laurie Eckenrode, Pat Fennell, Kathy Hearsey) to everyone then it falls into the inclusion.

  

(Tasks Galore for the Real World by Laurie Eckenrode, Pat Fennell, Kathy Hearsey)

Simple assistance is also important:

just the little things we do to remind the students of tasks. The more fun we make it the more it is going to stick with them and it is going to help their learning, but anything we do with one we should try to make it available to everyone. Our job as an Educational assistant is to help the students learn and enjoy what they are doing. 

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http://ttactechtuesday.pbworks.com/f/1311025845/low%20tech%20AT.JPG