Here is the work that I have produced in this area. 

   Review your colleagues’ posts and record commonalities between your observations. 
In reviewing peer posts, I found that much of accommodations/modifications were nearly the same. 
Some common themes I noticed:
-emphasizes the uniqueness of every student
-states all students can succeed
-advocates for the right to education 
-promotes UDL and differentiation through a protocol: no accommodation, accommodation only, modified expectations, and alternative expectations. 
-All documents outlines three types of accommodations: Instructional accommodations, Environmental accommodations and Assessment accommodation.
 

Each of the activities presented on this page were created to curriculum requirements of Special Education Part 1 course at Queen's. I am sharing these assignments to record and share my learning and research.

Assignment 1: Review Ontario Curriculum standards to understand considerations for exceptional students.
​I choose to review the 2009 curriculum Grades 1-8- The Arts. http://www.edu.gov.on.ca/eng/curriculum/elementary/arts18b09curr.pdf
 
The key Ideas for Planning Programs for Students with Special Education Needs in the arts are:

• All students can succeed.
• Universal design and differentiated instruction are effective and interconnected means of meeting the learning or productivity needs of any group of students.
• Successful instructional practices are founded on evidence-based research, tempered by experience.
• Classroom teachers are key educators for a student’s literacy and numeracy development.
• Each student has his or her own unique patterns of learning.
• Classroom teachers need the support of the larger community to create a learning environment that supports students.
• fairness is not sameness

 
While developing arts programs for students, the teacher must be aware of student exceptionalities. The teacher must consult the Individual Education Plan (IEP) to determine whether the student needs accommodations or modified expectations or both.

• no accommodations or modifications
• accommodations only
• modified expectations, with the possibility of accommodations
• alternative expectations, which are not derived from the curriculum expectations for a grade and which constitute alternative programs.

 
Students requiring accommodations:
Some students with exceptionalities are able to participate in regular curriculum.

1. Instructional accommodations
2. Environmental accommodations
3. Assessment accommodations

 
In the arts students who require accommodations only will be assessed upon appropriate grade-level curriculum expectations and the achievement levels outlined in this document.
 
Students requiring modification:
 
In the arts programs most modification will be based on grade-level curriculum standards.
Modifications should:

1. Represent specific, realistic and observable achievements
2. Describe specific knowledge that the student can demonstrate, given assessment accommodations. Parents and students should understand modifications and how the student will be evaluated.
3. Modification will be based upon learning expectations detailed in student’s IEP.
4. On report cards, the IEP box must be checked for modified expectations and important modification information must be documented on the report card.