Accommodations for Adult Learners

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Accommodations for Adult Learners

• September 19, 2007

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Eligibility

• IDEA
• Student has a disability that affects educational
  performance and student is in need of specialized
  instruction
• Sec. 504 of the Rehab. Act and Americans with
  Disabilities Act
• Student has a mental or physical impairment that
  substantially limits one or more of a students
  major life activities

3
Documentation

• Eligibility Determination and IEP
• If student is under age 22
• No IEP or if age 22 or older
• Adults are responsible for obtaining
  documentation of disabling condition(s)
• May have documentation from
• Physician or psychiatrist
• Voc. Rehab.
• VA
• Social Security Administration

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Modifications/Accommodations

• Modifications involve changes to program outcomes
  that relate to the specific content, level of
  skill, or the number of skills required by the
  program.
• Generally not allowed in adult programs
• Not required under Sec. 504
• Accommodations provide supports to help
  individuals with disabilities work around
  limitations that result from their disability.
• Provide access to programs
• Expectations and performance standards are not
  lowered

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Discussion Principles

• Accommodations must be necessary for the student
  to be able to participate in and benefit from the
  educational programs, services, and activities.
• Accommodations should be based on documented
  individual needs.
• Accommodations should not compromise the
  essential requirements of a course or program.

6
In discussing accommodations...

• What prerequisite skills and background are
  necessary for this course or program? Which
  skills are critical for success? In what areas
  will the student need additional preparation or
  support?
• Will specialized or adapted equipment and tools
  be needed by the student?
• What assistance will the student need to obtain
  resources and complete assignments?

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• How well can the student stay on track and adapt
  to routines and changes?
• What accommodations have been successful in the
  past?
• Can the student use the same kind of books,
  tools, and instructional resources as other
  students?
• Will the instructional management system require
  adaptations to support the students need for
  structure and limits?

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Types of Accommodations

• Presentation
• Response
• Setting
• Timing
• Temporary Accommodations

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Reviewing Accommodations

• Did the student actually use and take advantage
  of the accommodations?
• Was the student able to participate fully in the
  activity because of the accommodation?
• Was the student able to master the objectives of
  the lesson or course because of the
  accommodation?
• Did the accommodation help the student to feel
  that he or she belongs in the class?

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Resources

• State Special Education Rules
• http//www.schools.utah.gov/sars/lawsregs/rules.h
  tm
• Section 504 http//www.schools.utah.gov/equity/
• Brian Nelson, Risk Management 801-538-9576
  (benelson_at_utah.gov)
• Division of Services for the Blind and Visually
  Impaired -801-323-4343, 800-284-1823

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• Division of Services to the Deaf and Hard of
  Hearing 801-263-4861, 877-860-4861
• Utah Schools for the Deaf and Blind Educational
  Resource Center Lorri Quigley (lorriq_at_usdb.org)
• Recording for the Blind and Dyslexic (RFBD)
  http//www.rfbd.org

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USOE-Special Education

• Susan Loving, Transition 801-538-7645
• Susan.loving_at_schools.utah.gov
• Christine Timothy, Sensory Impairments
  801-538-7576
• Christine.timothy_at_schools.utah.gov
• Janet Gibbs, Access to General Curriculum
  801-538-7716
• Janet.gibbs_at_schools.utah.gov