Page 51 - The Ontario Curriculum, Grades 9-12: English As a Second Language and English Literacy Development, 2007

In planning ESL and ELD courses for students with special education needs, teachers should begin by examining the current achievement level of the individual student, the strengths and learning needs of the student, and the knowledge and skills that all stu- dents are expected to demonstrate at the end of the course in order to determine which of the following options is appropriate for the student:
no accommodations2 or modifications; or
accommodations only; or
modified expectations, with the possibility of accommodations; or
alternative expectations, which are not derived from the curriculum expectations for a course and which constitute alternative programs and/or courses.
If the student requires either accommodations or modified expectations, or both, the relevant information, as described in the following paragraphs, must be recorded in
his or her Individual Education Plan (IEP). More detailed information about planning programs for students with special education needs, including students who require alternative programs and/or courses, can be found in The Individual Education Plan (IEP):
A Resource Guide, 2004 (referred to hereafter as the IEP Resource Guide, 2004). For a detailed discussion of the ministry’s requirements for IEPs, see Individual Education Plans: Standards for Development, Program Planning, and Implementation, 2000 (referred to hereafter as IEP Standards, 2000). (Both documents are available at http://www.edu.gov.on.ca.)
Students Requiring Accommodations Only
Some students are able, with certain accommodations, to participate in the regular course curriculum and to demonstrate learning independently. Accommodations allow access to the course without any changes to the knowledge and skills the student is expected to demonstrate. The accommodations required to facilitate the student’s learning must be identified in his or her IEP (see IEP Standards, 2000, page 11). A student’s IEP is likely to reflect the same accommodations for many, or all, subjects or courses.
Providing accommodations to students with special education needs should be the first option considered in program planning. Instruction based on principles of universal design and differentiated instruction focuses on the provision of accommodations to meet the diverse needs of learners.
There are three types of accommodations:
Instructional accommodations are changes in teaching strategies, including styles of presentation, methods of organization, or use of technology and multimedia.
Environmental accommodations are changes that the student may require in the classroom and/or school environment, such as preferential seating or special lighting.
Assessment accommodations are changes in assessment procedures that enable the student to demonstrate his or her learning, such as allowing additional time to complete tests or assignments or permitting oral responses to test questions (see page 29 of the IEP Resource Guide, 2004, for more examples).
2. “Accommodations” refers to individualized teaching and assessment strategies, human supports, and/or individualized equipment.
SOME CONSIDERATIONS FOR PROGRAM PLANNING IN ESL AND ELD
49