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1. PDF ASSISTANT DISTRICT MANAER COMMUNITY BOARD ELEVEN SOFTWARE
2. PDF ASSISTANT DISTRICT MANAER COMMUNITY BOARD ELEVEN CODE

Modifications are changes made in the grade-level expectations for a subject or course in order to meet a student's learning needs. The provision of accommodations in no way alters the curriculum expectations for the grade level or course.Īccommodations are different than modifications. The term accommodations refers to the special teaching and assessment strategies, human supports, and/or individualized equipment required by students with special education needs to enable them to learn and demonstrate learning. The Ministry of Education (Ministry) states: Schools must provide accommodations alongside evidence-based curriculum and intervention strategies.

They can never replace active involvement in the classroom or interventions aimed at teaching and addressing reading and writing skills. Accommodations are not a substitute for reading interventions. The primary purpose of accommodations is not to teach students to read, but to provide supports to enable them to meaningfully engage with curriculum material and take part in classroom activities. Non-AT accommodations, including, for example, extra time for tests or assignments and assistive services such as a note-taker.įor this report, Code-related accommodations are distinct from reading interventions, but both are instrumental to facilitating the needs of students with reading difficulties.

PDF ASSISTANT DISTRICT MANAER COMMUNITY BOARD ELEVEN SOFTWARE

Assistive technology (AT) accommodations, including devices like a computer tablet or smartphone, and software such as screen readers.Īccommodations for students with reading difficulties fall into two categories:

PDF ASSISTANT DISTRICT MANAER COMMUNITY BOARD ELEVEN CODE

The Code requires that schools accommodate these students to the point of undue hardship. Even with these measures in place, students with reading difficulties – who are disproportionately students with reading and other disabilities, racialized and Indigenous students, newcomer and multilingual students and students from lower socioeconomic backgrounds – may still face barriers to education. These curriculum and intervention approaches are vital elements of an inclusive education system. Schools should supplement this universal approach with evidence-based reading interventions (discussed in section 10, Reading interventions), for students who require more support to learn to read. It does not store any personal data.As discussed in section 8, Curriculum and instruction, the Ontario curriculum should incorporate a universal approach to reading instruction that includes systematic, explicit instruction in foundational word-reading skills. The cookie is set by the GDPR Cookie Consent plugin and is used to store whether or not user has consented to the use of cookies. The cookie is used to store the user consent for the cookies in the category "Performance". This cookie is set by GDPR Cookie Consent plugin. The cookie is used to store the user consent for the cookies in the category "Other.

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