Classroom Accommodations Research Articles

The State of Special Needs in the Iraqi Higher Education Context

This paper delves into a comprehensive investigation of the current situation faced by students with special needs (SSNs) and learning disabilities (LDs) across various educational levels. It aims to shed light on the existing challenges experienced by these learners in primary, secondary, and higher education settings. To ensure the validity of the findings, this study adopts a multi-method approach that combines observation, interviews, and an extensive review of relevant literature in the field. By employing observational techniques, researchers closely observe the daily experiences of SSN students within educational environments. Interviews are conducted with students, teachers, and parents to gain valuable insights into their perspectives and understand the specific difficulties they encounter. In addition, the study thoroughly examines prior scholarly works and research papers related to SSN and LD, enhancing the breadth and depth of the investigation. Upon culmination, this paper presents a set of recommendations directed toward the teaching staff, administrative personnel, and the Ministry of Higher Education and Scientific Research. These suggestions aim to foster an inclusive and supportive educational ecosystem that caters to the unique needs of SSN students. They encompass strategies for curriculum development, teacher training, classroom accommodations, and administrative policies, which collectively contribute to enhancing the learning experience and overall well-being of SSN learners.

Student Experiences of Implementation of Accommodations

Abstract Teachers want their students to learn, and they want that learning to be equitable, with opportunities for all students. But not all students have the same needs for success. Therefore, classroom accommodations are provided through Disability Offices within universities. These accommodations are intended to be implemented in each course the student takes. Yet the actual enactment of accommodations relies on facilitation and implementation by each instructor in collaboration with the student, which may lead to variance in the level of accommodations. This project examined student interviews and student and faculty survey data to construct a narrative analysis of students’ experiences when they discuss their accommodations with their instructors. This manuscript reports a characterization of these interactions and how these interactions shape students’ success in the classroom, with recommendations for both students and instructors.

Classroom Accommodations that Promote Inclusive Learning for Learners with Hearing Impairments at Oriang’ Inclusive Primary School, Homa-Bay County, Kenya

Classroom accommodations are key to promoting inclusive learning in a class that includes a diversity of learners. This study purposed to determine the classroom accommodations that enable the inclusion of learners with hearing impairments in inclusive classrooms. The study was conducted at Oriang’ Inclusive Primary School in Homa-bay County, Kenya and was guided by Ecological Systems Theory by Bronfenbrenner model (1989). The study targeted all the 17 teachers and 620 learners. Purposive sampling technique was used to draw a sample of 26 respondents comprising the Head Teacher, 13 inclusive classroom teachers and 12 learners. Data collection instruments comprised an observation checklist and an interview schedule. NVivo software was used for analysis that involved systematic coding and organisation of data to identify recurring themes. The findings established that all classes at the school were inclusive of learners with hearing impairments. Classroom accommodations included proper lighting, preferential seating, raised windows above the heads and painted doors to ensure conducive learning environment for learners with hearing impairments. The researcher recommends that the government, through the Ministry of Education, should allocate funds for purchasing cushioned seats, long curtains for the windows, chairs with legs fitted with rubber as mechanisms for noise reduction within the inclusive classrooms to promote the inclusion of learners with hearing impairments.

Academic Strategies and Behavioral Management Interventions for Children with Attention Deficit Hyperactive Disorder (ADHD). A Survey of Literature.

Globally ADHD affects between 5 to 12 % of school going children (APA, 2013), with 9 to 80% of those children having learning difficulties in school (Ghahramani et al., 2016, Birrah et al.,2018). Yet it is recommended that behavioral therapy is the first line of treatment for children with ADHD (APA 2013, CHAD 2021). From this perspective, strategies for academic and behavioral management interventions are very critical especially to the teacher and parent/caregiver. The major purpose of this review article was to identify, explore and review studies that came up and implemented strategies for academic and behavioral management interventions to address challenges of children with ADHD.A literature search was conducted to identify studies on the topic of ADHD interventions and particularly those with findings on academic and behavioral management intervention strategies, conducted in the period between 2000 to 2022 and written in English were considered, a total of 40 studies met the criterion for inclusion and only (16) sixteen of those were reviewed. The findings of the review implicated that the interventions strategies that targeted both the teacher and the parent such as task modifications, get organized and physical classroom accommodation strategies (peer tutoring, physical structure adjustments) all had a significant impact on the behaviors of children with ADHD both at school and home. However, most of those children studied were taking medication for ADHD and these studies were done on smaller samples for shorter duration, therefore it is imperative that, the ADHD interventions strategies should be implemented for a longer period also on a larger sample.

Follow-up after PICU discharge for patients with acquired brain injury: the role of an abbreviated neuropsychological evaluation and a return-to-school program.

To present the results of an abbreviated testing protocol used to screen for neurocognitive and psychological sequelae of critical illness among pediatric intensive care unit (PICU) survivors with acquired brain injury in our post-discharge follow-up programs, and describe our process for facilitating this population's return to academic life. Retrospective cohort study. Neurocritical care follow-up programs at two U.S. academic, tertiary medical/surgical PICUs. Children age > 4 years enrolled in the neurocritical care follow-up programs (n=289) at these institutions who underwent neurocognitive and psychological testing between 2017-2021. None. One month after discharge from the hospital, nearly half of the children and/or their parents (48%) in our neurocritical care follow-up programs identified some type of emotional or behavioral concern compared to their premorbid state, and 15% reported some type of cognitive concern. On evaluation, 35% of the children were given a new neurocognitive diagnosis. Neurocognitive domains regulated by the executive functioning system were the most commonly affected, including attention (54%), memory (31%) and processing speed (27%). One-quarter of the children were given a new psychological diagnosis, most commonly post-traumatic stress disorder (PTSD) or stress-related symptoms (12%). Over 80% of patients in the programs were given new recommendations for school, for both new academic services and new classroom accommodations. Over half of children (57%) were referred for comprehensive follow-up neuropsychological evaluation. Abbreviated neurocognitive and psychological evaluation successfully identifies the same deficits commonly found among PICU survivors who undergo longer, more complete testing protocols. When combined with services aimed at successfully re-integrating PICU survivors back to school, this focused evaluation can provide an effective and efficient means of screening for cognitive and emotional deficits among PICU survivors, and establish a rationale for early academic support upon the child's return to school.

Twenty Years Into the 21st Century – Tech-related Accommodations for College Students with Mental Health and Other Disabilities

Virtually all North American two- and four-year colleges provide accommodations to their increasing numbers of students with disabilities. To explore technology and non-technology related accommodations for these students we surveyed 118 Canadian two- and four-year college students who self-reported at least one disability, including a mental health related disability, and indicated that they had registered for access services from their college. Seventy-four students without disabilities were included in some analyses. Our findings reveal emerging issues such as non-binary gender and multiple comorbidities, in addition to more targeted recommendations concerning technology use. For example, over half of our sample self-reported multiple disabilities; there is a large number of students with mental health related disabilities (e.g., anxiety disorders, mood disorders), many of whom have comorbid disabilities; binary (male, female) gender designations are outdated; and exam and classroom accommodations without technologies are still the most popular. Grades of students with and without disabilities did not differ. Similarly, the number of different types of accommodations in two- and four-year colleges did not differ. Students generally had high technology related self-efficacy and they saw the substantial benefit of technologies, especially of writing tools. Students with mental health related disability used somewhat fewer technologies for reading, writing and time management. Self-efficacy and perceived benefit were highest for writing technologies. General use technologies such as Microsoft Office and Google Docs that were reported by most students in this study are increasingly used as adaptive aids. In future, use of technology related accommodations is likely to include showing students how to use general use software.

Exploring the value of the SCHOOLFirst return-to-school resource: Evaluating usability and satisfaction.

To cocreate an evidence-based resource to enable educators to support students returning to school after concussion; evaluate the usability of and users' satisfaction with the resource; understand the role of the resource in supporting students' return to school; and describe changes in concussion knowledge following a concussion education and training workshop. Survey during a concussion education and training workshop. Holland Bloorview Kids Rehabilitation Hospital in Toronto, Ont, and York Region District School Board in Richmond Hill, Ont. Fifty-six educators, of whom 64% were teachers, 11% were school administrators, 23% fulfilled other roles (eg, child and youth worker), and 2% fulfilled unspecified roles. The survey collected demographic information, usability data via the System Usability Scale, and satisfaction data. Thematic analysis was used for open-ended questions. Participants reported the resource to be easy to use (69.6%), not complex (62.5%), and most felt confident using this resource (83.9%). Participants indicated they were satisfied with the resource (73.2%) and would use it in the future (87.5%). Some found the resource overwhelming and recommended it be summarized in a reference guide. Participants found the links, videos, and classroom accommodations or academic supports to be helpful. SCHOOLFirst is an evidence-based, user-driven resource that was created for educators to support students returning to school following concussion. Educators, health care providers, youth, and families collaborated on developing SCHOOLFirst to improve students' successful return to school following concussion. Educators were satisfied with the resource and saw opportunities to use it to support their students.

Accommodations Knowledge and Practice for Students With Visual Impairments

Introduction Classroom accommodations are a primary means of supporting the appropriate education for students with disabilities. Student involvement in the accommodation process is valuable. Therefore, we need to teach students to be knowledgeable and strategic regarding their accommodations. Methods Four high school students with visual impairments were taught the Student Self-Accommodation Strategy (SSA). A comparative case studies approach within a sequential explanatory design was used to investigate their accommodations knowledge and practices. Results Participants improved or maintained accommodations knowledge. Their most-used types of accommodations were access accommodations and accommodations for content support. Three of the participants increased advocacy after strategy instruction. The participants’ accommodation practices were influenced by emotional-behavioral regulation, independence, and teacher involvement. Discussion Findings from this study relate to existing literature on accommodations support, teacher involvement in the accommodations process, instruction in accommodations advocacy, and the relationship between accommodations and emotional-behavioral dysregulation. Implications Findings emphasize the need to be explicit about the accommodations available to students with visual impairments and the need for strategy instruction in the SSA to address emotional-behavioral dysregulation.

Using Cognitive-Behavioral Therapy with Exposure for Anxious Students with Classroom Accommodations

ABSTRACT Millions of college students across the United States experience anxiety disorders, evidencing a high need for evidence-based counseling techniques. At the same time, impairment resulting from anxiety often necessitates classroom accommodations at the postsecondary level. Cognitive-behavioral therapy with exposure (CBT ERP) involves a thorough assessment of the function of a client’s behaviors and a personalized treatment plan that gradually exposes them to feared stimuli. Yet students often underutilize classroom accommodations, and accommodations may conflict with the theoretical underpinnings of CBT ERP. We present a brief and accessible explanation of CBT ERP, discuss common classroom accommodations, and suggest methods for successfully integrating accommodations into cognitive-behavioral interventions.

Listening Effort in School-Age Children With Normal Hearing Compared to Children With Limited Useable Hearing Unilaterally

Objectives Children with limited hearing unilaterally might experience more listening effort than children with normal hearing, yet previous studies have not confirmed this. This study compared listening effort in school-age children with normal hearing and children with limited hearing unilaterally using behavioral and subjective listening effort measures. Design Two groups of school-age children (aged 7-12 years) participated: 19 with limited hearing unilaterally and 18 with normal hearing bilaterally. Participants completed digit triplet recognition tasks in quiet and in noise (-12 dB SNR) in three loudspeaker conditions: midline, direct, and indirect. Verbal response times during the recognition task were interpreted as behavioral listening effort. Subjective ratings of "task difficulty" and "hard to think" were interpreted as subjective listening effort. Participant age was included as a covariate in analysis of behavioral data. Results Noise negatively affected digit triplet recognition for both groups in the midline loudspeaker condition and for participants with limited hearing unilaterally in the direct and indirect conditions. Relative to their peers with normal hearing, children with limited hearing unilaterally exhibited significantly longer response times and higher ratings of effort only in the noisy, indirect condition. Differences between groups were evident even when age differences were controlled for statistically. Conclusions Using behavioral and subjective indices of listening effort, children with limited unilateral hearing demonstrated significantly more listening effort relative to their peers with normal hearing during the difficult indirect listening condition. Implications include classroom accommodations to limit indirect listening situations for children with limited useable hearing unilaterally and consideration of intervention options.

Teaching an FL to students with ADHD

Teaching foreign languages to students with specific learning difficulties or differences (SpLDs) is challenging because these students have highly individualised learning needs, which stem from the complexity and comorbidity of these difficulties. To respond appropriately, teachers need to consider a range of approaches and classroom accommodations to ensure effective foreign language learning. Dyslexia, as the most commonly occurring SpLD, has received a lot of attention in the current literature, but less attention has been given to the challenges presented by Attention Deficit/Hyperactivity Disorder (ADHD), especially for developing skills in a foreign language. This paper outlines potential approaches, including Multisensory Structured Learning, and accommodations that can be applied in teaching a foreign language to students with ADHD in a classroom setting. The focus was given to English as a foreign language.

Lessons From Research for Implementing An Instructional Accommodations Model in Secondary Inclusion

Inclusion teachers at the secondary level need research-based guidance on how to support students with disabilities using accommodations in the classroom. A team of general education and special education teachers developed a model for planning, implementing, and monitoring instructional accommodations. The model calls for students’ active engagement. Findings from two studies on students with high incidence disabilities learning a strategy for “self-accommodating” inform on how general educators and special educators can implement the Secondary Classroom Accommodations Model with active student involvement.

Using a Literacy Based Behavioral Intervention to Teach College Students with Intellectual and Developmental Disabilities to Request a Classroom Accommodation.

Many individuals with an intellectual and developmental disabilities (IDD) are attending postsecondary education programs, yet they are not always proficient in using self-advocacy skills, such as requesting an academic accommodation. Access to these accommodations is vital for success in the postsecondary settings. Literacy based behavioral interventions (LBBIs) use a combination of print, visuals, and rehearsal and are an effective tool for teaching a range of skills including job skills to this population, but have not been investigated with a self-advocacy skill. In this study, a pre-service teacher was taught to deliver an LBBI to postsecondary students with IDD so they would learn to request and use a free online tool to record class lectures. Results showed that students were able to master the skill with the pre-service teacher delivered LBBI and maintain the skill after removal of the LBBI.

Disability accommodation experiences of social work students in the United States

ABSTRACT Social work students with disabilities navigate accommodations as part of their post-secondary education, but there is still limited research about how they use and access program and campus supports. This study explored the accommodation experiences of 262 U.S. students who identified as having a disability. Participants were enrolled in BASW (52.1%), MSW (44.4%) and PhD/DSW (3.4%) programs. Quantitative analysis found that 56.4% were registered with disability resources, 47.1% received classroom, and 14.8% field accommodations. Type of disability was only a significant predictor of receiving field accommodations. Employment status was a significant predictor of both registering with disability resources, and receiving classroom accommodations. Open-ended survey responses from disabled students illustrated the varied supports and challenges students navigated on campus and within the classroom and field while enrolled in their social work programs. We discussed how these findings provide social work programs opportunities to consider ways to increase practices that support students with disabilities.

Bereavement Accommodations in the Classroom: Experiences and Opinions of School Staff.

Bereaved children often struggle in the school environment and school personnel often feel inadequately prepared to support them. This pilot study explored the experiences and opinions of school staff regarding approaches to addressing the needs of bereaved students in the classroom. Teachers/school personnel (N=29) completed written open-ended questions about their experiences with bereaved students and opinions regarding a bereavement-focused accommodation (ie, 504) plan. Responses were summarized using qualitative content analysis. Most participants (93%) reported interacting with bereaved students and: (1) providing emotional support; (2) making classroom accommodations; (3) collaborating with the family/community; and (4) referring the student for counseling. Many (72%) expressed interest in a templated bereavement plan (21% did not respond; 7% said no) with education/resources for school personnel and suggested accommodations for students. Teachers encountering grieving students would welcome a templated bereavement plan to help meet students' needs. Such a plan would allow staff to become more knowledgeable about grief and provide guidance for developing specific strategies to accommodate grieving students both emotionally and academically.

Integrating UDL Strategies into the Online Course Development Process: Instructional Designers' Perspectives

This qualitative case study design examined the perspectives that instructional designers at a 4-year research institution in the Mid-Atlantic region of the United States have about integrating UDL strategies into the online course development process. The participants were six individuals involved in the online course development process: four of the participants were instructional designers working for the Instructional Design Team, one participant was an assistant program manager in the Office of Distance Education, and the other was an instructional designer working in the College of Health and Human Services. The interviews focused on the participant’s perspectives on the integration of UDL strategies and how they believe faculty perceived such practices. Using a series of semi-structured interviews and document analysis, three distinct themes emerged: (a) the importance of the instructional designer/faculty member partnership, (b) the number of factors impacting faculty adoption of UDL strategies in their online courses, and (c) faculty resistance to changes in how classroom accommodations are addressed in the higher education classroom. In addition to highlighting factors impacting the integration of UDL strategies, the findings also revealed techniques that could be useful in improving faculty adoption of such practices.

Postsecondary students with psychiatric disabilities identify core services and key ingredients to supporting education goals.

Accessing and successfully completing postsecondary educational opportunities may be challenging for those living with psychiatric disabilities. This exploratory study highlights the experiences of individuals with psychiatric disabilities participating in postsecondary educational support initiatives. Investigators conducted case studies with 3 education support initiatives across the United States. Focus groups revealed what concrete supported education services were helpful and key ingredients in delivering education supports. Access to specialists, mindfulness techniques, help with time management and procrastination, and facilitating classroom accommodations were identified as critical. Developing authentic relationships with supported education staff, flexibility in service delivery and access to student peers living with psychiatric disabilities were noted as key ingredients in service delivery. Incorporating the voice of students with psychiatric disabilities into supported education services can increase access, involvement, and retention, therein providing more supports to students with psychiatric disabilities achieving their postsecondary education goals. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

An analysis of classroom accommodations and return to learn protocols for students with concussion symptoms

ABSTRACTYouth sport and physical activity have seen an increase in recent years and with it, an increase in youth concussions. At the same time, an increase in concussion awareness by the public has occurred in response to many changing policies within professional sport. Although this increase in awareness has improved youth return to play (RTP) protocols, little has been done on the scholastic end of the spectrum. Currently, return to learn (RTL) protocols are rare, and existing RTL protocols are inconsistent and difficult to measure. The purpose of this paper is to explore the need for mandated gradual classroom reintegration for student-athletes with concussion symptoms. Creating a mandated RTL protocol with structure will enforce consistency among state and local governments while ensuring proper recovery time for injured students before re-joining the classroom. Not only will this improve students learning environment but it will also bring awareness to the need for concussion regulation development.

The Changing Role of Teachers of Students Who are Deaf or Hard of Hearing: Consultation as an Increasing Part of the Job

ABSTRACTThe majority of deaf and hard of hearing (DHH) students are educated at least part of the day in general education classrooms taught by teachers who may not have any experience working with this population. DHH students make up a unique, heterogeneous group with a wide range of communication modalities, technology utilization, early intervention experiences, and educational placements. In addition to providing direct service to support these students, teachers of students who are deaf or hard of hearing (ToDHH) collaborate and consult with classroom teachers and school staff on classroom accommodations and modifications. However, recent research shows that ToDHH often feel unprepared to engage in the consultative aspect of their role. Since the Education for All Handicapped Children Act was passed 43 years ago, the field of deaf education has increasingly called for research on consultation models to apply to their unique population and to teach in their teacher preparation programs. This article identifies the characteristics of DHH learners and synthesizes current research on consultation in the field of deaf education. Three consultation models are examined to determine their level of fit within the field of deaf education. The author ends with a call for future research that can best be met through an interdisciplinary research approach between the field of deaf education and the fields of educational and psychological consultation.

Preliminary Investigation of a Tribal College’s Educational Supports for Individuals with Disabilities

Native Americans have experienced a long history of colonization and genocide, which has had a devastating effect on the health, both physical and emotional, of native people (Young, 1994). This has ultimately affected many aspects of their lives including education. The aim of this qualitative study was to understand the perceptions of faculty and staff on a Midwestern Tribal College campus regarding disability and historical trauma. Participants completed an open-ended questionnaire related to disability, student accommodations, and historical trauma. Five themes emerged, including novel themes such as minimal disability knowledge, unidentified mental health issues, limited accommodations for students, recognition of historical trauma and variation in understanding historical trauma. The participants’ responses indicate a need for professional development to improve disability-related educational support. Further research is needed on Native American student effects of historical trauma to understand implications of retention and classroom accommodations. Implications for educators, researchers and rehabilitation counselors are discussed.