Special Populations Information (IEP, ELL, 504)
Delivering Equitable, Quality Learning Opportunities for All Citizens.
ACCESS Virtual Learning is an education initiative of the Alabama State Department of Education, which provides opportunities and options for Alabama students in grades seven–12 to engage in courses, at no cost, for which they may not otherwise have access. ACCESS courses are not only delivered online, but also have a teacher who interacts with the students on a regular basis. Alabama certification is required for each online teacher. In addition, many teachers are highly qualified in the area of certification.
ACCESS is available to students working in the school environment in the presence of an on-site facilitator and to students working independently on their own time outside of their school. Success depends on the willingness of the student to take ownership for his or her learning regardless of the environment. If a student’s learning style and ability does not allow for independent learning, then an online class may not be the best option.
Online learning has proven successful with many students, including those with and without disabilities. The flexibility of time and the ability to learn in a non-distracting environment is often a primary need for students. Each local school must work individually with the students who require special services in order to determine whether an online course is suited to meet the individual needs. It is important that schools, parents and students understand the supported accommodations through the ACCESS program. Some accommodations are more appropriately implemented by a student’s local school because some accommodations are difficult for a virtual teacher to implement and/or oversee. If a student with a disability participates in ACCESS courses from a location other than the assigned school, then it is the responsibility of the parent or student to choose the most appropriate learning environment. Furthermore, the parent is also responsible for implementing the required accommodations. Course content assignments and the post-tests in Credit Recovery courses may be accommodated for special needs students, but not the pretests. Online classes and the virtual environment may or may not be appropriate for a given student. The Individualized Education Program, English Language Learners Plan or 504 team should discuss the least restrictive environment that is most appropriate for the student with a disability.
It is highly recommended that schools write, or amend, each IEP, ELL or 504 Plan specifically to address the online learning environment. The following chart will describe procedures and common accommodations that are supported. Although this chart is extensive, it is not inclusive. Any questions regarding possible accommodations and whether they can be provided through ACCESS should be directed to your regional support center.
ACCESS Virtual Learning offers to train special education teachers or other school staff who work with special population students who will be taking ACCESS courses as ACCESS facilitators. This training allows the special education teacher to see firsthand what their students taking ACCESS classes are doing. The assignments, quizzes and tests allow the special education teacher to assist students with any work that may not be understood or that they are unable to complete without accommodations or instruction from the special education teacher. Contact your ACCESS Regional Support Center for details.
ACCESS Virtual Learning
Suggested Accommodations for Individualized Education Program, 504 Plan and English Language Learners
The following information is not intended to be exclusive but suggestive so that parents and schools can make an informed decision as to whether online learning is appropriate for a given child. Contact your regional ACCESS Support Center with any questions regarding accommodations not addressed in this document. ACCESS strives to serve all students and meet specific needs. Modifications are not allowed in ACCESS courses. If a special education student is following the Essentials pathway for their Alabama high school diploma, be aware that ACCESS does not offer Essentials-level coursework.
All accommodations must be written into IEPs, ELL, and 504 plans and official documents must be in PowerSchool Special Programs before the start of a term to best serve students.
Stated Accommodation on Student Program Implementation Through ACCESS
Proximity/preferential seating, read aloud assignments/tests/ directions
Peer tutoring
Prompt to stay on task
For students taking ACCESS courses at their local school under the supervision of an on-site facilitator, the local school must be responsible for these accommodations.
For students taking ACCESS courses from a location other than the assigned school, the student or parent chooses the environment and is responsible for implementing these accommodations.
Read aloud tests/directions
Testing in resource room
Small group testing
Course material is available to the student at any time (24 hours a day, 7 days a week), so students are able to access their course for review or note-taking. Most courses have practice areas called “Try It” that reflect important concepts that may be tested. Some courses have review guides already provided. Additional study guides may be provided for all students at the teacher’s discretion.
(Note: Some teachers allow multiple attempts on some tests. In these situations, students can see the missed questions on an attempt and review the course material again prior to taking subsequent attempts.)
Extended time on assignments
Extended time on tests can be provided on an individual basis as defined by the student’s plan.
Other Common Accommodations
Generally Written Accommodation on a Student’s Plan How Online Learning Can Address the Accommodation
Some of the online courses (ex. Math 7, French I) have many videos for a student to view. These videos may be replayed multiple times, allowing the student to take notes and work at his/her own pace. Students/facilitators can also reach out to the instructor for additional resources for supporting gaps.
Audio enhancements, closed Captioning, transcripts
Headsets can be utilized. Speech-to-text can be used with some courses.
Closed captions or transcripts are available for most resources. Requests can be made for those without them and closed captions or transcripts can be made available usually within a week.
Work is done at the student’s own pace. Some tests in the course may be timed, but can be adjusted if the time does not equal the time stated in the student’s individualized plan.
The student and facilitator can discuss with the instructor if frequent breaks will require a longer time limit.
Frequent prompts and checks for understanding
Most ACCESS courses include one or more practice opportunities (usually called “Try It”) per lesson. The students may use these in every lesson. These may be repeated an unlimited amount of times. In addition, since most ACCESS lessons end in an assignment, students have frequent opportunities for feedback from the teacher to confirm understanding.
Teachers may permit students to revise only the questions missed on a dropbox assignment.
Online tests/quizzes cannot single out questions. If a student wishes to retake, they must retake the full assignment/quiz/test.
Advanced notice of large assignments and tests
Teacher frequently checks for comprehension of test directions, tests, questions, test format, assignment and/or understanding of curriculum
Teachers interact frequently and promptly with students, responding to emails within 24 hours and grading assignments within 48 hours. However, teachers are not available on demand. Real-time interaction with a student in a one-to-one setting is limited. Most interaction occurs through functions of the learning management system (Schoology) – messaging, discussions, and feedback on assignments and quizzes. Facilitators can proctor exams and answer basic questions about test directions. Please keep in mind that students who require frequent, real-time contact with a teacher may not be well suited for an online course, which can lead to frustration.
Use of iPod or other music while learning
Special arrangements should be made with the ACCESS support center to accommodate such a request. It may be preferred for schools to enroll students for only a portion of a course over a full term. Without prior arrangement, such as the school administrator requesting a WIP, students must abide by designated end dates. Contact the regional ACCESS support center for information regarding WIPs.
Final grading (pass/fail vs. letter grading)