Modifications and Accommodations in Classroom Artifacts: A Preliminary Investigation Into Changes in Expectations and Quality

• In Event: 18.073 - Poster Session 3
  In Poster Session: 18.073-12 - Special Education Research SIG Poster Session

Abstract

Teachers are responsible for implementing school policy changes, including rigorous new standards requiring high expectations for all students. However, accommodations can decrease expectations and modification can decrease standards. Information is needed to understand how teachers interpret and put into practice differentiated instruction. As part of a larger NSF funded study using classroom artifacts as indicators of standards-based instruction in math and science, artifacts were collected in both original and adapted forms. These were then rated using Artifact Indicator Protocols, as well as coded for any accommodations/ modifications identified in the artifact. Some teachers were interviewed to explore their rationale and methods in making changes. Results are shared and implications are discussed.

Authors

• Jeanette Joyce, Rutgers University

• Judith Harrison, Rutgers University - New Brunswick/Piscataway