To provide students with an unfair advantage

To limit the participation of students with disabilities

To ensure equal access and opportunity for students with disabilities

To segregate students with disabilities from their peers

Extra time on assignments

A notetaker in class

A wheelchair-accessible classroom

All of the above

The IEP is not relevant to accommodations for students with physical disabilities.

The IEP is used to identify the student's strengths and weaknesses.

The IEP is used to develop a plan for providing appropriate accommodations.

The IEP is used to evaluate the effectiveness of accommodations.

Screen readers

Speech-to-text software

Magnifying software

Calculators

To make learning materials more challenging

To make learning materials more visually appealing

To make learning materials easier to understand and access

To make learning materials more expensive

Installing ramps and elevators

Widening doorways

Providing accessible restrooms

All of the above

It is not important to involve students in the decision-making process.

It ensures that the accommodations are tailored to the student's individual needs and preferences.

It helps students develop a sense of independence and self-advocacy.

All of the above

Difficulty accessing physical spaces

Limited access to assistive technology

Negative attitudes and stereotypes

All of the above

Teachers are not responsible for providing accommodations.

Teachers should only provide accommodations if they are specifically requested by the student.

Teachers should work with the IEP team to determine appropriate accommodations.

Teachers should provide accommodations without considering the student's individual needs.

Consulting with the student and their parents to understand their needs

Providing accommodations consistently and reliably

Making assumptions about the student's abilities and needs

Documenting the accommodations provided

It is not important to assess and evaluate accommodations.

It helps ensure that the accommodations are effective and meeting the student's needs.

It allows teachers to make adjustments to the accommodations as needed.

All of the above

Improved academic performance

Increased participation and engagement in school activities

Enhanced self-esteem and confidence

All of the above

Parents and guardians should not be involved in advocating for accommodations.

Parents and guardians should only advocate for accommodations if the school is not providing them.

Parents and guardians should work with the school to ensure that their child receives appropriate accommodations.

Parents and guardians should make all decisions about accommodations without consulting the school.

Developing a comprehensive policy on accommodations

Providing training for teachers and staff on accommodations

Creating a welcoming and inclusive school culture

Excluding students with physical disabilities from certain activities

To segregate students with physical disabilities from their peers

To create a separate and unequal educational system for students with physical disabilities

To ensure equal access and opportunity for students with physical disabilities

To limit the participation of students with physical disabilities in educational activities