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REACH Frequently Asked Questions

Here are responses to some of your most frequently asked questions. If you have additional questions, please contact one of the Inclusion Committee Members.


Q.  How do I become a REACH teacher?


A.  See the REACH Teacher link on the website to read about the Process & Application.



Q.  How do I receive REACH training?


A.  Contact your local conference office or your Union REACH representative.



Q.  Do I have to be trained to use the REACH program?


A.  In order to use the manual to its full potential training would be beneficial, although most of the accommodations listed are common sense procedures for teachers looking to meet the needs of all of their students.



Q.  Do I need to ask a parent before I start the REACH process?


A.  Communication is important; however parental involvement is not necessary in order to begin the process and implement accommodations. If the program is going to be modified where the curriculum or content will be altered, then a MAP should be used and parents should be notified.



Q.  What is an accommodation?


A.  Accommodations provide different ways for students to take in information or communicate their knowledge back to the teacher. Accommodations do not alter or lower the standards or expectations for the curriculum covered or material to be tested.



Q.  What is a modification?


A.  Modifications result in lowering or raising the expectations and standards so that the students with learning differences are not expected to master the same academic content as the other student in the class, but the material is adjusted to the academic level and ability of the student. See pg. 29 of REACH Manual.



Q.  How do I record modifications on the progress for elementary students?


A.  The modifications should be described in the progress report comment box or by attaching a Modified Action Plan (MAP). For example, a fifth grade student working at a third grade math level could receive a “B” for his third grade work. The grade level would be indicated in the comment box or on the MAP.



Q.  How do I record modifications on progress reports or transcripts for secondary students?


A.  When modifications are used, they should reflect the title of the class on both the progress report and transcript. For example just as advanced placement classes are indicated with “AP’, modified classes are indicated with “AL” for alternative learning, for example, “AL-U.S. History,” or “Introduction to U.S. History.” When modifications are made, the MAP must be very clear about the modifications and that the course listed on the permanent record will have a different name.



Q.  Is it fair to make accommodations/modifications for only some of the students, not all of them?


A.  Being fair means giving every student what they need in order to become successful. Giving some students accommodations/modifications evens the playing field for those with learning differences.




Q.  What are the effects on students without disabilities in an Inclusive classroom?


A.  There are various benefits for students without learning differences which include: creating a caring interdependent community of learners, enhancing social competence, fostering academic growth through peer tutoring, reducing stigma of a disability, embracing differences, preparing them for a fully inclusive adult life, and creating a caring Adventist Church.



Q.  Where do I keep the Modified Action Plan? (MAP)


A.  The Modified Action Plan is kept in the student’s CUM folder.



Q.  What if I am the only teacher in my school who wants to create an inclusive classroom?


A.  It is recommended to work hard to develop the best inclusive environment that you can and try to get other teachers onboard and lead by example. It is better that the students have at least one inclusive classroom than none at all.



Q.  How is Inclusion different from special education?


A.  Special Education traditionally seeks to diagnose and treat what is wrong with students. It requires specialists and often leads to children being served in isolated settings. Inclusion relies heavily on creating a culture in which students with a variety of learning styles and needs can succeed. It empowers teachers to focus on each student’s strengths and abilities while problem solving, and creating accommodations for areas of weakness.