Modifications and Accommodations: A Preliminary Investigation into Changes in Classroom Artifact Quality

Autor/inn/en	Joyce, Jeanette; Harrison, Judith R.; Gitomer, Drew H.
Titel	Modifications and Accommodations: A Preliminary Investigation into Changes in Classroom Artifact Quality
Quelle	In: International Journal of Inclusive Education, 24 (2020) 2, S.181-201 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Joyce, Jeanette) ORCID (Harrison, Judith R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2018.1453876
Schlagwörter	School Policy; Academic Accommodations (Disabilities); Students with Disabilities; Standards; Career Readiness; College Readiness; Inclusion; Teaching Methods; Science Instruction; Access to Education; Educational Quality; Individualized Instruction; Alignment (Education); Educational Change; Assignments; Middle School Teachers; Science Teachers + Suchen Sie Ihr Suchwort? Schulpolitik; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Standard; Inklusion; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Education; Access; Bildung; Zugang; Bildungszugang; Quality of education; Bildungsqualität; Individualisierender Unterricht; Bildungsreform; Assignment; Auftrag; Zuweisung; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft
Abstract	Teachers are ultimately responsible for implementing school policy changes, including those driven by current United States (US) mandates that emphasize rigorous career and college readiness standards requiring high expectations for all students. In order to create multiple entryways to instruction for students with disabilities, teachers are faced with an amalgam of possible accommodations and modifications, while simultaneously being expected to assure high standards. This study seeks to provide insight into how teachers in the US are adapting instruction for students who have federally legislated supports and services including modifications or accommodations and are instructed within general education classrooms. Thirty-five unique classroom artifacts (i.e. assignments and assessments) were analyzed for the type of accommodation/modification and alignment to the Next Generation Science Standards, a movement to increase the quality of science instruction. Results indicate that this group of students was assigned tasks that were substantially different from their peers, were afforded fewer opportunities to access challenging, rigorous work, and that teachers may require further support to differentiate instruction. This preliminary investigation within a specific US context raises questions about equitable access to quality instruction that merit further exploration. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01