Accommodation Readiness Spiral

Level Six: Adocacy

Advocate for CLD'S who may or may not have special needs by partnering with and educating the administration.
Arrange parent support groups. Help parents come together to support each other. Encourage them to develop advocacy skills.
Push for parent membership on school and community teams and boards. Parents should be given opportunities to contribute their expertise in ways that are not directly related to their own child.

Title VI of the Civil Rights Act of 1964 (Title VI)- States educational entities shall not to discriminate on the basis of race, color, or national origin in the administration of special education.

Section 504 investigates cases that may involve patterns of unjustified placements.

34 C.F.R. pt. 104, App. A, subpt. D, para. 5. One way of meeting Section 504’s procedural safeguards requirements is complying with the IDEA’s procedural safeguard requirements. 34 C.F.R. § 104.36.

Level Five: Programming

Be aware of the wide variety of Special Education services .Part B and Appendix C of the IDEA-Individuals with Disabilities Education Act.
Evaluate the Adequacy of your schools/classroom environment.

Level Four: Curricular Readiness

Take time to educate the family about the curriculum so that can give their child support at home.
Research instructional strategies and infuse into the required curriculum.

Level Three: Learning Environment

Evaluate the adequacy of your school/classroom environment
TPR and Flexible classrooms are a must.
Have conversations with all students regarding inclusion and growth-mind set.

Level Two: CLD students and their family

Bio-cards, Cultural Quilt and Family Crest: Gather information on CLD's background Knowledge that could point to differences in prior schooling or cultural expectations.
Home Visits: Meet early and often with parents of CLD to discuss student’s progress and learning profiles. Take time to educate the family or direct them to the correct organization.
Find out what the parents need (aligns with Level 6).
Encourage parents to talk about their dreams for the child. Don't tell parents what is wrong with their situation. They already know.
Know the difference between the culture of the family and the economic situation of the family. It is important to understand how poverty affects families.
Learn as much about the family's culture as possible. Find out their values, how they view disabilities and mental health issues.

Level One: Critical Reflection

Some CLD students have had little schooling in their native language, let alone English. Therefore, before, during and after lesson delivery it is imperative teachers reflect on each part of the learning process.
Not all CLD students have a Specal Need. Therefore the teacher must reflect on whether the student needs extra support during acquistion or should intiate the RtI process.
Collaboration is key in identifing and aligning instruction. Critical reflecting on all parties ( students, parents, specialists, and others) is essential to gaining insight into the students needs.

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