The second part of the definition would include, for example, a person with a history of cancer that is currently in remission or a person with a history of mental illness.The third part of the definition protects individuals who are regarded and treated as though they have a substantially limiting disability, even though they may not have such an impairment.Look below to find ideas on assessment strategies, modifications, and enhancing your existing methods.These assessment forms and techniques will work across the curriculum, so use them for math, science, reading, language arts, social studies, and your other subjects.The first part of the definition makes clear that the applies to persons who have substantial, as distinct from minor, impairments, and that these must be impairments that limit major life activities such as seeing, hearing, speaking, walking, breathing, performing manual tasks, learning, caring for oneself, and working.
changes in how the information is presented) and some are focused on changes in how the student engages in and responds to the lesson.
Employers with 25 or more employees were covered starting July 26, 1992, when title I went into effect.
Employers with 15 or more employees were covered two years later, beginning July 26, 1994.
In choosing appropriate accommodations and modifications, it is important to consider the characteristics and needs of the student and how these interact with the proposed lesson format.
Considering all four components- lesson presentation, student response, student evaluation, and lesson content will assure a more complete match between the student's needs and the classroom activities.