Descriptions:

The educator identifies one timing and scheduling accommodation for a student with a disability based on his or her individual learning strengths and needs and the barrier created by the disability.

Introduction

The educator uses a set of guiding questions to identify one timing and scheduling accommodation for a student with a disability based on his or her individual learning strengths and needs and the barrier created by the disability. The educator then implements the accommodation and evaluates its effectiveness.

Key Method Components

This micro-credential, one of four in the Accommodations stack, addresses timing and scheduling accommodations. These micro-credentials are consistent with the Individuals with Disabilities Education Improvement Act (IDEA) requirements, and are therefore relevant to students in grades K-12 with disabilities.

Educators should understand that students with disabilities often encounter barriers when they access the general education curriculum. The Every Student Succeeds Act (ESSA) and the Individuals with Disabilities Education Improvement Act (IDEA) require that educators provide appropriate accommodations to students with disabilities to address these barriers. Careful consideration of a student’s strengths and needs can help guide the identification and selection of an accommodation that is likely to benefit a student.