Educational Leader Matthew (Matt) Key from Georgia observes accommodations in Kindergarten

Matthew Key observed a Kindergarten class at his school and witnessed how the teacher provided accommodations for her students . She stated, "Our special education teacher is in our classroom for 40 minutes daily.  She and I collaborate informally often on each student in the classroom and in particular the students with IEPs and 504 plans every other Monday to discuss appropriate interventions for each student." 

The learners in our classroom do not know who has special accommodations as the special education teacher works with all of the students each and every school day.  She is an important member of our classroom.  All of the learners consider her their teacher.  They have established a wonderful relationship. 

To accommodate learners, I put into practice the method that is established in the individual plan for each of the learners.  Some of them spend time on the computer, some are being trained on bathroom etiquette, others are learning how to interact socially with the rest of the students, still others represent those that need remediation to learn how to write their name or numbers.

Matthew Key in Georgia witness the use of small groups, large groups, parent helpers, myself, and the special education teacher’s services are employed to provide specific instruction for a given student.  Differentiated instruction is pivotal to the success of the students in my classroom.  Being so fortunate with so many different avenues to pursue for help in providing differentiated instruction, the learner is unaware if he is being remediated or moved on to a higher level of learning.  Each learner in the classroom is considered to have an individual learning style, mode, and pace.

My kindergarten team and I collaborate formally each Friday for one hour.  During that hour we discuss results from data and reflect on how the results will effect our teaching style and our learners.  IEPs, 504s, and data analysis determine how we will carry forth our plans for the upcoming weeks.  We may establish small groups where one teacher takes a group that needs work on a specific skill, we may work in large or small groups to facilitate socialization, or one teacher may choose to take a number of students that have been identified as needing proper toilet training.

Our purpose, through collaboration, individual planning, and meetings with special education teachers and specialists is bring our focus on how we can best meet the individual needs of each and every learner.

No accommodation or special need is treated as frivolous or unimportant.  Every aspect of each IEP and 504 is met with respect by every member of the teaching team.