then the question on the card he/she is holding. Continue with this process until all cards have been read, ending with Have……services.” “I Teacher may wish to prompt when students get stuck. Repeat as necessary until understanding is reinforced. Timing often makes it fun, placing students on competing teams. (If you are holding this card, you begin the 1.A. I Have……..Disability game.) 1.Q. Who Has… the result of a physical or 1.Q. Who Has… how school and my teachers mental condition and that limits or prevents adapt, adjust, or change the physical my ability to develop, achieve, and/or function environment, instruction or services for me so in school at a normal rate? that my disability does not affect my learning. They are based upon my special needs. Examples are allowing me to take a test in a quiet area, use a tape recorder in class to take notes, use another student’s notes, or use textbooks on tape? 2.A. I Have…Accommodations 3.A. I Have… Individualized Education Program
then the question on the card he/she is holding. Continue with this process until all cards have been read, ending with “I Have……services.” Teacher may wish to prompt when students get stuck. Repeat as necessary until understanding is reinforced. Timing often makes it fun, placing students on competing teams. (If you are holding this card, you begin the game.) 1.A. I Have……..Disability 1.Q. Who Has… the result of a physical or mental condition and that limits or prevents my ability to develop, achieve, and/or function in school at a normal rate? 1.Q. Who Has… how school and my teachers adapt, adjust, or change the physical environment, instruction or services for me so that my disability does not affect my learning. They are based upon my special needs. Examples are allowing me to take a test in a quiet area, use a tape recorder in class to take notes, use another student’s notes, or use textbooks on tape? 2.A. I Have…Accommodations 3.A. I Have… Individualized Education Program