Case
Serving Students with Disabilities

A teacher has four classes, in which two classes are inclusion settings (contains students with disabilities, many are severe). There are students who need extended time to complete formative and summative assessments; however, there are only forty minutes allotted for each class period. There are also students who have to be pulled out for read-aloud assessments; however, there is one ESP resource teacher who can pull them out for testing. What can be done to ensure that these students test successfully, while still maintaining a comfortable testing environment for my regular education students?

Posted on: 10/18/14 | Views: 810
Solution #1
The teacher should discuss these classroom observations with a lead special education teacher. Accommodations such as extended time are mandatory if the student needs them and are legal requirements. I would also make the administration aware of this possible crisis. Again, the IEP that these students have is a legal document.It would also be a good idea to review all the students' instructional and testing accommodations before meeting with administration.
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Solution #2
Consider the possibility of seeking the assistance of a paraprofessional on assessment days. Then one of you could take the group of students that require extended time. As a inclusion teacher, I realize that some general education students need extended time ss well. Therefore the group could consist of general and special education students.
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Solution #3
The lead teacher should consider reading aloud the test(s) as embedded differentiation. This allows for the student to still receive his or her services. The ESP teacher can then be utilized to ensure the fidelity of student services and appropriate accommodations are implemented.
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