Lesson 10: Accommodations


Attention


Learning Outcomes

Upon completion of this lesson's material, students will be able to

  • Apply appropriate methods and accommodations for supporting language and literacy development for children with a disability.

  • Apply appropriate methods and accommodations for supporting language and literacy development for children who do not speak English.

Teaching

Individulizing Instruction
Individualization, by definition, is to modify or suit the wishes or needs of a particular individual. It is an important part of what we do in Early Childhood Education for all of our children. Regardless of the age levels, no two children are alike and we already regularly plan for their individual success. More formally, teachers individualize when they plan ways to offer materials, support, activities, and experiences to respond to the child unique abilities. The individualization may include a modification such as soft books instead of paperbacks so that when the babies mouth them, they won’t fall apart or get a papercut. A teacher might schedule extra time during reading to accommodate the child that always has tons of questions. Individualization does not have to be hard but it can get tricky if you have a child with a special need or a child who does not understand or speak English.

Accommodating Instruction
Beyond individualization, you will now be planning accommodations for specific children. These accommodations assure that all the children are able participate in the daily routine. Accommodations help children learn the same material and meet similar expectations as everyone else. For example, if everyone is reading a book in English, you may put out an audio recording of the same book for children who do not speak English at home. You might attach special grips to pencils to make it easier for those children that have a difficult time writing.

For this assignment, you will be providing information about how you will be setting up the environment and daily schedule to accommodate children. The readings below should help you and as always, feel free to use previous information from the course.

For the assignments you will need to


Assessment

Lesson 10 Accommodations & Modifications Assignment

Using the template provided, provide a summary of language, literacy, and literature accommodations you would provide for one child who is an English Language Learner and one child who has a Speech/Language Delay (this could be as simple as that or part of another disorder). Include the setup of your environment and any other preparation you have taken in your setting. Then for each area of your daily schedule, provide the accommodation for each child.

For example: (this is only ONE child with ONE example, remember you have TWO to do this for).
Julio is 30 months old and speaks Portuguese. He understands very little English and is new to the program. I have assured the daily schedule is written in English and in Portuguese and have pictures next to all of the words that match. I also have labeled the classroom in both languages and brought in culturally responsive books after reviewing them for appropriateness. I have also learned a few basic words in his home language so that he feels more comfortable and understands some of the basic things throughout the day. Etc. etc. etc. Here are the modifications I will make to assure he understands what I am saying.

Arrival: I scoot down so I am on Julio level and say, “alô Julio”

Circle time: I read a simple, short book that is relevant to the children and point to pictures as I say the words. I make mental notes to see if Julio recognizes or understands anything.

Breakfast: I kneel on Julio’s level again, point to the picture of children eating breakfast on the daily schedule and say, “Breakfast time Julio” Etc.