{"id":1135,"date":"2019-06-03T13:55:17","date_gmt":"2019-06-03T18:55:17","guid":{"rendered":"http:\/\/nceotacenter.org\/newsletter\/?page_id=1135"},"modified":"2019-06-03T14:00:24","modified_gmt":"2019-06-03T19:00:24","slug":"perspectives-of-educators-on-classroom-implementation-of-accessibility-features-and-accommodations","status":"publish","type":"page","link":"https:\/\/nceotacenter.org\/newsletter\/june-2019\/perspectives-of-educators-on-classroom-implementation-of-accessibility-features-and-accommodations\/","title":{"rendered":"Perspectives of Educators on Classroom Implementation of Accessibility Features and Accommodations"},"content":{"rendered":"<p><a href=\"https:\/\/nceo.umn.edu\/docs\/OnlinePubs\/DIAMONDEducatorPhoneSurveysAddendumReport.pdf\" target=\"_blank\" rel=\"noopener\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-1137 alignright\" src=\"http:\/\/nceotacenter.org\/newsletter\/wp-content\/uploads\/2019\/06\/DIAMOND-Phone-Interview-addendum-report-cover-for-web-232x300.jpg\" alt=\"\" width=\"200\" height=\"259\" srcset=\"https:\/\/nceotacenter.org\/newsletter\/wp-content\/uploads\/2019\/06\/DIAMOND-Phone-Interview-addendum-report-cover-for-web-232x300.jpg 232w, https:\/\/nceotacenter.org\/newsletter\/wp-content\/uploads\/2019\/06\/DIAMOND-Phone-Interview-addendum-report-cover-for-web.jpg 602w\" sizes=\"auto, (max-width: 200px) 100vw, 200px\" \/><\/a>The DIAMOND project has released another report about educators\u2019 perspectives on classroom implementation of accessibility features and accommodations, <a href=\"https:\/\/nceo.umn.edu\/docs\/OnlinePubs\/DIAMONDEducatorPhoneSurveysAddendumReport.pdf\" target=\"_blank\" rel=\"noopener\"><em>Additional Educators\u2019 Perspectives on Classroom Implementation of Accessibility Features and Accommodations<\/em><\/a><em>. <\/em>The report describes a second cohort of educators who participated in phone interviews in three of DIAMOND\u2019s nine project states (Alabama, Connecticut, Maryland, Michigan, Minnesota, Ohio, West Virginia, Wisconsin, and the U.S. Virgin Islands). The interview data again highlighted educators\u2019 understanding and implementation of accessibility features and accommodations on state assessments and in instruction. In addition to providing detailed information on the responses of the 34 educators, the report provides summaries of the perspectives of all 74 educators\u2019 in the two cohorts.<\/p>\n<p>Educators in the second cohort reported that, in class and on assessments, they most often offered students read aloud, extra time, frequent breaks, and scratch paper. Across the two cohorts, the most frequently mentioned supports were text to speech\/read aloud\/human reader, extra time, calculator, and highlighter. The educators in the second cohort identified the need for training as the top challenge, followed by access, time, and the number of students needing supports.<\/p>\n<p>Across the two cohorts, the results again confirmed the need for training and professional development on accessibility features and accommodations. These should focus on the distinctions among universal and designated accessibility features and accommodations, how they apply to the classroom setting as well as the state assessment, and ways to address the challenges that educators identify.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>The DIAMOND project has released another report about educators\u2019 perspectives on classroom implementation of accessibility features and accommodations, Additional Educators\u2019 Perspectives on Classroom Implementation of Accessibility Features and Accommodations. The report describes a second cohort of educators who participated in phone interviews in three of DIAMOND\u2019s nine project states (Alabama, Connecticut, Maryland, Michigan, Minnesota, Ohio, [&hellip;]<\/p>\n","protected":false},"author":3,"featured_media":0,"parent":1125,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-1135","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/nceotacenter.org\/newsletter\/wp-json\/wp\/v2\/pages\/1135","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/nceotacenter.org\/newsletter\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/nceotacenter.org\/newsletter\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/nceotacenter.org\/newsletter\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/nceotacenter.org\/newsletter\/wp-json\/wp\/v2\/comments?post=1135"}],"version-history":[{"count":4,"href":"https:\/\/nceotacenter.org\/newsletter\/wp-json\/wp\/v2\/pages\/1135\/revisions"}],"predecessor-version":[{"id":1138,"href":"https:\/\/nceotacenter.org\/newsletter\/wp-json\/wp\/v2\/pages\/1135\/revisions\/1138"}],"up":[{"embeddable":true,"href":"https:\/\/nceotacenter.org\/newsletter\/wp-json\/wp\/v2\/pages\/1125"}],"wp:attachment":[{"href":"https:\/\/nceotacenter.org\/newsletter\/wp-json\/wp\/v2\/media?parent=1135"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}