Reading Accommodations in the Content Classroom
Reading Accommodations Listed in the IEP
An Individualized Education Plan (IEP) is essential in enhancing the learning experience for disabled learners. The IEP for Joseph Brocks will target speech and cognition delays that impact his reading skills. The reading accommodations adopted in developing the IEP focus on the delivery of instructions to enhance comprehension. The accommodations include reducing the number of items on a page, providing regular breaks, avoiding irrelevant material, and increasing practice for essential skills. The essence of these accommodations is to ensure the learner is not overwhelmed and to make it easy to comprehend the concepts on the page.
How My Mentor Teacher Accommodates that Student When There Is a Classroom Full of Other Students to Teach
The nature of the disabled learner allows for enrolment in a normal classroom environment. However, the teacher should strike a balance between managing Brocks and the other students. The mentor teacher extends the learning period to ensure she spends more time with Brocks to execute the individualized plan. In this case, Mrs. Jones will use the normal teaching period to teach the able students. After the lesson, she extends the period by thirty minutes to accommodate the struggling learner. During the lesson, Brocks is given an audio tape or educational material with the relevant materials to prepare him for the learning session with Mrs. Jones.
Reading Accommodations into the Content Areas- Math, Science, Social Studies
The reading accommodations cannot be adopted for math, science, and social studies; thus, they require modifications. The accommodations in the IEP are specifically developed to improve reading skills. Modifying the reading accommodations will ensure that the teaching strategy for each subject is relevant to the objectives of the IEP (Xu & Kuti, 2021). Therefore, the material is designed to focus on speech and cognition. In addition, the accommodations are designed to enable Brocks to work alone. Math and science are technical subjects that Brocks will encounter challenges comprehending without the teacher’s input. On the other hand, social studies contain a lot of material that may overwhelm the learner. For this reason, the ideal solution is to develop an IEP focusing on the aforementioned subjects.
Content Area Teachers’ Attendance to the IEP Meetings
Classroom teachers are expected to attend the IEP meetings to discuss the appropriate accommodations for Brocks. Teachers meet to share knowledge and experiences that help develop effective IEPs (Al-Shammari & Hornby, 2020). Additionally, the classroom teachers are required to draft an evaluation report that highlights the support required for Brocks. The classroom teachers are provided with a copy of the reading accommodations during the meetings. The essence of the accommodation copy is to guide the other teachers on the ideal strategies to develop an effective IEP. Further, reading forms the basis of the learning process; thus, the other teachers are guided on the appropriate execution strategies for their IEPs.
Reading Accommodations in the Content Classroom
Adopting the reading accommodations in the content classroom enhances Brock’s comprehension of the subjects. Technical subjects like math and science or detailed subjects like social studies may overwhelm Brocks. For this reason, giving the reading accommodations will ensure he gradually comprehends the content of the subjects. In addition, the reading accommodation forms the foundation of his learning needs, thus guiding the subject teachers on the ideal practices to introduce concepts of the subjects.
Helpful Info on how to Incorporate these Accommodations Across the Curriculum
Mrs. Jones provides an array of options on how to incorporate the reading accommodations across the curriculum. Firstly, she recommends adopting self-determination practices. Self-determination instills self-advocacy skills that inspire students to request accommodations that suit them (Lopez et al., 2020). Further, Mrs. Jones suggests the use of a consistent set of instructions. Using consistent instructions across the curriculum will ensure Brocks develops a procedure to guide his participation in lessons.
References
Al-Shammari, Z., & Hornby, G. (2020). Special education teachers’ knowledge and experience of IEPs in the education of students with special educational needs. International Journal of Disability, Development and Education, 67(2), 167-181.
Lopez, N. J., Uphold, N. M., Douglas, K. H., & Freeman-Green, S. (2020). Teaching high school students with disabilities to advocate for academic accommodations. The Journal of Special Education, 54(3), 146-156.
Xu, Y., & Kuti, L. (2021). Accommodating students with exceptional needs by aligning classroom assessment with IEP goals. International Journal of Inclusive Education, 1-14.
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Question 
In your future classrooms, you will have students with IEPs, 504 plans, or maybe even a language service plan (ESL). On an IEP, goals, and accommodations are written for ELA, math, and behavior only. The purpose of this assignment is for you to become familiar with reading accommodations and how to carry those over into the content area subjects.
Reading Accommodations in the Content Classroom
Sit down with your mentor teacher and review the reading accommodations required for one student in your residency classroom. Please respond to the following questions in narrative format.
1) What reading accommodations are listed in the IEP?
2) How does your mentor teacher accommodate that student, when there is a classroom full of other students to teach?
3) Can those reading accommodations be carried over into the content areas- math, science, and social studies?
4) Do the content area teachers attend the IEP meetings and are they given a copy of the reading accommodations required for this student?
5) Can giving reading accommodations in the content classroom help with reading comprehension and understanding of the subject matter?
6) Does your mentor teacher have any other helpful info on how to incorporate these accommodations across the curriculum?