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

Authors

DOI:

https://doi.org/10.18666/LDMJ-2021-V26-I1-10407

Keywords:

accommodation, learning disability, high school, secondary school, learning strategy, inclusion

Abstract

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.

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Author Biographies

David Scanlon, Boston College

David Scanlon is an associate professor in the Department of Teaching, Curriculum and Society at Lynch School, Boston College.

Allison C. Nannemann, University of New Mexico

Allison C. Nannemann is an assistant professor in the Department of Special Education at the University of New Mexico.

Diana Baker, Hobart and William Smith Colleges

Diana Baker is an associate professor in the Department of Education at Hobart and William Smith Colleges.

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Published

2021-02-01

Issue

Vol. 26 No. 1 (2021): Special Issue–Strategies and Techniques for Teaching Secondary Students with Learning Disabilities in Inclusive Classrooms

Section

Articles

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