What Can a Teacher Do If a Student with a Learning Disability Fails Without Using Accommodations?

The scenario you present is a common challenge faced by teachers when dealing with students who have documented learning disabilities. The question revolves around a student who is not using the extra time accommodations provided and fails the final exam. While there are different perspectives on how to handle such a situation, especially in terms of educational systems like K-12 or higher education in the U.S., this article will explore the options and ethical considerations.

Understanding the Context of Accommodations

It is important to start with an understanding that having an accommodation does not guarantee a specific outcome. Studies have shown that accommodations, such as extended time during exams, assist students in performing better by reducing the barriers they may face due to their learning disabilities. However, they do not ensure that a student will automatically pass. learning disability is a broad term encompassing a range of challenges, and the effectiveness of accommodations can vary from one student to another.

Is There Anything a Teacher Can Do?

Several experts and educators have stated that if a student has been provided with accommodations and chooses not to use them, the teacher is under no obligation to do anything beyond what is mandated by the Individualized Education Program (IEP) or other relevant guidelines. If the teacher has followed the guidelines and provided the necessary support, it is then the student's responsibility to utilize these accommodations to the best of their ability.

Higher Education Perspective

In the higher education space, as noted in the scenario by an educator in the U.S., the teacher would likely provide the final exam in the manner specified by the institution's policies, which may include different modes of assessment such as oral exams. This approach aligns with the requirement that each student must demonstrate their knowledge, which can be achieved through various methods beyond just writing.

Alternatives: Verbal Exams and Flexible Assessment

For educators teaching in K-12 or other educational systems where strict adherence to traditional written assessments might be necessary, verbal exams can be a viable alternative. According to the ministry's directive, each student must demonstrate their knowledge, which does not necessarily mean they must use a pen and paper. This interpretation opens the possibility of providing students with the option to take exams orally, especially if the disability impacts their writing ability.

A teacher might consider arranging a verbal exam if they believe the student has adequate knowledge to pass but struggles with written tests. Such an approach requires planning and documentation, including informing the student about the alternative assessment method well in advance and ensuring that all necessary supports are in place.

Documentation and Reassessment

Regardless of the approach used, it is crucial for the teacher to document the situation thoroughly. This documentation should include all interactions with the student, the types of accommodations provided, and the reasons why the student did not use them. Additionally, it might be wise to have a conversation with the student to understand their reasons for not using the accommodations and to explore alternative strategies if necessary.

Finalizing Grades

After considering all factors, including the student's performance and the parameters set by the educational institution, the teacher should assign the final grade based on the assessment outcomes. If a student fails despite the available accommodations, and taking into account all the documentation, there is no ethical or legal obligation for the teacher to do anything beyond the grading process.

Conclusion

In summary, the teacher's role when a student with a learning disability fails without using the provided accommodations is to document the situation, provide alternative flexible assessments where possible, and ultimately grade the student based on the evidence of their performance. Maintaining a balanced and fair approach ensures that all students are treated equitably and that educational institutions uphold their responsibilities to both students and their families.