Program Standard 5
5. Learning Environment – The teacher fosters and manages a safe and inclusive learning environment that takes into account: physical, emotional, and intellectual well-being.
5.1 Element – Creating an Environment of Respect and Rapport
5.1 Example of Proficient – Teacher-student interactions are friendly and demonstrate general caring and respect. Such interactions are appropriate to the age and cultures of the students. Students exhibit respect for the teacher.
There is a debate in this country about whether or not to provide certain students on a 504 plan or Individualized Education Program (IEP) with special accommodations. Those who argue against it say that it leaves students ill-prepared for independent living, that it allows students to graduate without doing much work, and that it is unfair to other students who are required to complete their assignments (Evans, 2008, pp. 324-325). However, an appropriate accommodation does not do anything more than create an equitable environment for all students. According to Byrnes, “An accommodation is an adjustment to an activity or setting that removes a barrier presented by a disability so a person can have access equal to that of a person without a disability. An accommodation does not guarantee success or a specific level of performance. Appropriate accommodations provide the opportunity for a person with a disability to participate equitably in a situation or activity” (Evans, 2008, p. 317).
An accommodation does not allow students to go through school without any effort but merely removes obstacles that would leave certain students far behind their peers academically. Providing accommodations to students also does not make them less prepared for the real world because in this country it is illegal to discriminate against someone based on their disability. 504 plans ensure that future employers cannot overlook a candidate based on their disability and also requires them to provide accommodations for that employee. However, it is important that students needing accommodations be given the proper support so that the right measures are taken in each case. Far too often the same accommodations are made for several students with a wide range of abilities. Byrnes states, “Disabilities differ in individuals. Accommodations must be considered for each individual, not by disability category. The point is to understand the disability and the learning situation and then determine if these interact to pose a barrier to equal access” (Evans, 2008, p. 319). It is important that teachers and other professionals treat each student individually so that the best solution can be found.