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Accommodations
The
following are strategies used in the units, more accommodations are included
with specific activities:
-
referencing
and inclusion of recommendations from students’ OSRs, IPRCs, and IEPs;
-
providing
adaptive hardware devices (e.g., large screen monitors, larger fonts,
special keyboards);
-
providing
appropriate environmental accommodations for students with physical
disabilities;
-
conferencing
with Special Education staff and students to discuss modification and
accommodation and to ensure physical aspects of the environment meet the
needs of students and the program;
-
providing
word lists, glossaries, definition of terms, and visuals if available;
-
grouping
weaker students with stronger students to assist in instructional
remediation and to provide further challenge;
-
allowing
more time to organize and complete assignments;
-
providing
a choice of assignment formats where possible;
-
selecting
problems that involve programming topics familiar to students to ensure
better understanding of requirements (e.g., a student who plays basketball
writes a program that keeps basketball statistics);
-
providing
additional materials to reinforce or extend learning;
-
providing
opportunities for students requiring enhancement of program;
-
using
visual and audio-visual aids;
-
adjusting
expectations for written work and number of assignments required;
-
providing
for alternative displays of achievement (e.g., oral testing, taped answers,
and scribing for students with writing difficulties);
-
providing
clarification to students of assessment/evaluation tools such as rubrics and
checklists;
-
selecting
groups of varied or similar abilities and skills as appropriate to the
activity;
-
providing
of advanced tutorials and challenges for students with programming
experience.
Source:
Public
and
Catholic
District School Board Writing
Partnership,
Course
Profile: Computer
and Information Science,
Grade 11, University/College
Preparation ICS3U,
Queen’s Printer for Ontario, 2001, adapted.
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