When students refuse to accept their accommodations, we become concerned that we are not fully implementing their plans. Here are some tips from the LRP Special Ed Connection newsletter.
- Document student’s refusal of accommodations. In one school district, teachers document refusals on an “accommodation review worksheet” (sample available at www.montgomeryschoolsmd.org/departments/forms/pdf/270-2c.pdf ). This allows teachers to weigh in on accommodations that are effective or those that may no longer be needed.
- It’s the district’s duty to provide accommodations. Do not blame the student or the parents for not implementing accommodations. Don’t adopt the attitude of, “I’ll leave the notes out for him, but if he doesn’t take them, he doesn’t take them.” If the student rejects an accommodation, the team should determine the issue and try to resolve it. Self-advocacy is important, but it doesn’t mean “that you put the student completely in charge.” Provide and encourage the student to use the accommodations.
- Gain buy – in from the student. Consider asking students: why are you rejecting the accommodations? Do you think they help you in the classroom? Are you embarrassed to use your accommodations? How can we help?
Ensure teachers understand accommodations. For example, a student with preferential seating may not only need to be seated in front, but always near instruction. If a teacher tends to walk around while instructing, she will need to stay in the front