1. Leanne Jenkins
Anglophone East School District
January 17, 2013

2. Understanding
Universal
Accommodations

3.  In 2010, the Department of Education began the
process of adopting a philosophy of teaching
called Universal Design for Learning (UDL).
 UDL enables teachers and students to use a
range of strategies, technologies or adjustments
at their own discretion to meet learning needs in
the classroom and during assessment. It does this
by providing options for:
 Presenting information and content in different ways
(the "what" of learning)
 Differentiating the ways that students can express
what they know (the "how" of learning)
 Stimulating interest and motivation for learning (the
"why" of learning)

4.  The previously mentioned strategies,
technologies and adjustments are available to all
students in the classroom, if required, and are
therefore referred to as “universal
accommodations” now.
 Because they are available to all students if
required, these are called universal
accommodations and they don’t require an SEP
or prior approval for provincial assessments.
 The adoption of UDL means that some students
who previously required a special education plan
(SEP) will begin to receive accommodations
without an SEP.

6.  There are a number of assistive technology
programs that can be used to help students
with learning disabilities. Some examples
include:
 Text-to-speech software (e.g., Kurzweil)
 Speech recognition software (e.g., Dragon
NaturallySpeaking, Speak Q)
 Word prediction software (e.g., Word Q)
 Word processing programs

7.  When universal accommodations alone are not
sufficient to provide success for a student, a
Special Education Plan – Accommodated (SEP-A)
may be deemed necessary.
 Justifiable accommodations are strategies,
technologies or adjustments without which the
student would be unable to access the
curriculum.
 The SEP documents justifiable accommodations
and prior approval may be required to access
them during provincial assessments.

8.  Timing Strategy  Setting
 Extended time  Special lighting
(more than double)
 Response  Presentation
 Brailler  Braille
 Evaluation of daily  Coloured paper
work only  Frequent short quizzes in
 Evaluations of special lieu of exam
projects only  Large print
 Oral testing  Open book
 Scribe for tests  Read questions aloud
 Scribe  Taped texts
 Spelling not counted in
daily work or test situations

9.  Ensuring teaching staff understands what
universal accommodations are
 Ensuring that teachers know how to provide
universal accommodations for students
 Ensuring that teachers are providing
universal accommodations in classrooms
through monitoring
 Supporting teachers struggling with universal
accommodations in classrooms through PD
opportunities

10.  Consultation with classroom teacher
regarding student profile, diagnosis, support
strategies and support personnel (if
applicable)
 Assisting with alignment of universal
strategies and student profile
 Assisting with selection, training and/or use
of appropriate assistive technology
 Acting as a consult for troubleshooting and
problem solving
 Intervention with students, if applicable or
necessary

11.  Ensure that universal accommodation are
available to all students, at any time, when
warranted.
 Being knowledgeable of the various needs of
all students in the classroom.
 Collaborate with the Methods and Resource
Teacher.
 Collaborate with EMP practitioners (S-LP, OT,
PT) as required.
 Collaborate with parents, as necessary
 Using appropriate supports (i.e. assistive
technology) in daily instruction.

12. How to
Advocate/
Support Your
Child

13.  Clarify your goals – write down what you want to
accomplish, prioritize
 Be a good listener – allow school personnel to
explain their viewpoints, ask for clarification if
you did not understand fully
 Offer new solutions – suggest possible strategies
you have heard about or found works for you and
your child (especially transition times)
 Keep the focus – schools have large numbers of
students so ensure the time you have is focused
on your child. Be involved and committed to your
child’s education!
 Don’t give up!
http://www.helpguide.org/mental/learning_disabilities_treatment_help_coping.htm

14.  Meet regularly – as deemed appropriate by all
members of the team
 Maintain an open communication between home
and school.
 When appropriate, acknowledge when things are
going well and let the teacher know!
 When there are concerns, do not generalize – be
specific.
 Stay calm, collected and positive
 Share important information with school
personnel
http://www.ldav.ca/parents_childrens_advocates.shtml

15.  Seek resources for support and information
 Parent groups
 Online support groups
 Outside tutoring, if necessary and possible
 Use similar strategies and technologies as those
being used at school
 Provide opportunities for your child to alleviate
the frustration that may be present due to
difficulties at school – club activities, exercise,
breathing and stretching techniques, soothing
music
 Model and foster positive thinking to help foster
self-esteem

16.  Talk with your child about their educational needs
as well as their strengths.
 Provide feedback about how your child appears to
learn best, such as “You seem to remember
better when you see the information as you are
listening”
 Role play ways to handle difficult situations
 Allow your child to participate in school based
meetings, when appropriate

17. Fairness does not mean
that everyone gets the
same thing.
It means that everyone
gets what he or she
needs.
-Rick Lavoie

18.  Beers and Lewis. (October 2011). Universal
Accommodations. PowerPoint Presentation.
 http://www.cast.org
 http://www.helpguide.org/mental/learning_
disabilities_treatment_help_coping.htm
 http://www.ldav.ca/parents_childrens_advoc
ates.shtml
 NB Department of Education. (September
2010). Accommodations and My Child’s
Special Education Plan.
 NB Department of Education. (November
1999). Resource for the Identification and
Teaching of Students with Specific Learning
Disability.