Education is becoming more personalized. There are several reasons for this, and one of them is simple: it’s supported by data. Modern analytics indicate that kids perform better in an environment geared toward their learning style. Simple enough in theory. In practice, execution has historically been complicated. Instructor-to-student ratios are often less than ideal, and even in unusually small classrooms, say 12 students to one instructor, personalizing a lesson plan for each child can be essentially impossible.
Now, with modern technology and newer curriculum designs, it’s easier than ever to integrate a variety of accommodations and educational theories into day-to-day instruction. The question is: is this learning environment serving your child, or do they need a little more than what is typical?
Overview: What Modern Instruction Looks Like
A generalized view of modern instruction looks a little like this. Teachers design lesson plans with an active eye toward inclusivity. Where before, lesson plans consisted primarily of live lectures accompanied by copious note-taking, modern curriculums prioritize a combination of dynamic learning elements, including visuals, auditory, and even kinesthetic experiences.
This is designed to reflect the fact that the majority of students do not retain information best simply by listening to someone explain it. Following the lecture element, many lesson plans are now further supported by online learning modules that are adapted to a student’s ability level and ideal learning style. These modern frameworks make education more accessible to the general population.
That said, there are scenarios where a child needs more than a typical lesson plan can provide. In these situations, accommodations make success possible.
How to Determine if Your Student Requires Accommodations
The word “accommodation” has a very specific legal significance in the educational context. It is generally a prescribed element of Individualized Education Plans, or IEPs. IEPs are designed to help students with certain barriers to learning find success.
Children with IEPs generally qualify for special education services, though the implementation of SPED (special education) can vary widely. In some cases, the IEP may simply specify that a student has extra time to finish a test or that they should be allowed to complete work in private spaces that are freer from distraction.
In other cases, a SPED teacher may need to push into the classroom to supervise and support the student. Some versions of special education require the child to attend a different classroom, possibly doing work that has been significantly modified to suit their ability level. The range is expansive and highly individualized.
While many parents become nervous at the thought of their child entering special education, the reality is nothing to fear. Through SPED, many students are able to finally find success in school. Some may even eventually test out of SPED and resume general education, now equipped with the skills and understanding to succeed.
There Are Different Kinds of Accommodations
Not every accommodation requires special education interventions. There is a wide range of support professionals designed to help with social-emotional learning as well as skills that may function as barriers to learning, including:
- School counselors
- School psychologists
- Speech-language pathologists
- Social workers
Social workers, counselors, and psychologists often intervene to address environmental or emotional barriers to learning. For example, if a student is acting out or consistently showing up late to school, these are factors someone in social-emotional learning might investigate and address.
Speech-language pathologists work with students who have communication barriers, such as difficulty articulating concepts or pronouncing certain words. These interventions are extremely impactful, particularly when deployed early. Even later SLP interventions can be highly successful, provided they are carefully monitored and pursued.
Schools are required to provide these services for qualifying students. Even if a district does not have a full-time professional on staff—which may happen depending on size and need—they should be able to connect your student with the required services and even provide transportation if necessary.
What to Do If You Feel Your Student Is Not Being Appropriately Cared For
It can be enormously frustrating and worrisome when you feel your child’s school is not doing everything it can to help them find success. Difficult though these situations can be, it’s important to approach them calmly and with respect. With the exception of a few bad actors, educators are generally trying their very hardest to do right by every one of their students. If your child is falling through the cracks in some way, it is not intentional.
It’s also important to remember that the situation may not be exactly as it appears from the outside. There are very distinct, data-driven processes that shape the way educational interventions are planned and deployed. From the outside, it might look like the school isn’t doing enough. In reality, they may still be collecting data to determine what is happening and what needs to be done.
For example, they cannot decide after one academic quarter if a student is struggling due to a learning disability or if the instruction has simply not been presented in a way that fosters success. Many factors contribute to educational outcomes, and schools must consider a variety of possibilities before drawing conclusions. You don’t want your child to be rushed into an IEP or a behavioral intervention plan.
For this reason, it’s important to proceed carefully in your communications. If you feel the school is making choices you don’t understand, schedule a meeting with the principal and the instructor. They should be able to get you on the books quickly. Be prepared with a list of questions. It is entirely appropriate to ask how and why the school is making certain decisions, but be receptive to their answers. It’s very possible there are factors at play that you haven’t fully considered yet. That doesn’t mean the school is right and you are wrong—it just means there’s a conversation to be had.
Keep Up with Communication
Remember that one meeting is not always sufficient—in fact, it often won’t be. The school will try an approach, monitor it, and decide after a period of review if additional steps are necessary. During this process, you should be as actively engaged as possible. Communicate with your student, speak with their teachers, and continue to express your concerns.
Most schools have more on their plate than they can handle. It’s not necessarily fair to the families they serve or, for that matter, the professionals trying to make the most out of a flawed system, but it is the situation we are left with. Often, persistence is key.
Conclusion
If there’s one thing working in your favor, it’s passion—yours and the passion of the professionals who are there to assist you. Watching your child struggle is frightening, frustrating, and possibly even infuriating. Regardless, your situation isn’t hopeless. Stay on top of things. Your student will get the help they need and deserve.
