Accommodations to Try
One goal of the School Based Problem Solving Team is to give you, as a teacher, guidance in how to provide accommodations to address a student’s individual needs. Many of these accommodations could be considered "best practice".
An accommodation accommodates the learning of a student by altering the environment or method of service delivery. It should not alter the curriculum per se.
Organization - Material/Time/Transitions
Classroom and Behavior Management
___Seat student near teacher
___Seat student near positive role model
___Stand near student when giving directions/verbal explanations
___Seat student away from distractions (e.g. windows, high traffic areas, doors, etc.)
___Increase the distance between desks
___Seat student closer to the board
ORGANIZATION – MATERIALS/TIME/TRANSITIONS:
___Provide peer/teacher assistance for organizational/study skills
___Recommend a homework buddy or study partner the student can call after school
___Allow student to have an extra set of books at home
___Send daily/weekly progress sheets/emails to communicate with parents
___Develop a system for in-school and homework completion
___Provide student with direct instruction how to fill out an assignment notebook
___Use timer to assist student with focusing attention
___Provide headsets to muffle noise
___Allow student extra time to pack up materials before next class
___Utilize verbal/nonverbal cues to write things down in assignment notebook
___Provide headsets to soften noise
___Pair students for discussion
___Write key points on board with verbal descriptions
___Facilitate peer tutoring available
___Call students up to the board after they know how to solve the problem, rather then
thinking on the spot
___Use handouts, overheads to accompany excessive auditory lesson delivery
___Allow student to use a tape recorder for lectures
___Break longer presentations into shorter segments while checking in for understanding
___Provide written outline/study guide/notes in advance of presentation
___Teach through multi-sensory modes (e.g. visual cues, manipulatives, etc.)
___Use computer-assisted instruction
___Increase "wait time" for a student to respond
___Paraphrase frequently; review vocabulary that might not be
___Slow down presentation rate to address processing concerns
___Simplify complex directions by providing sequential directions (label as first, second, etc.)
___Check for understanding before introducing a new concept
___Ask student to repeat directions to ensure comprehension
___Maintain eye contact while giving directions
___Write directions on board
___Provide sequential directions (label as first, second, third, etc.)
___Hand worksheets out one at a time
___Allow typewritten assignments
___Allow responses that are performance based
___List all assignments given
___Enlarge print
___Give extra time to complete tasks; specify amount and type of tasks
___Break work into smaller segments with different due dates
___Reduce homework assignments (i.e. reduce repeated examples)
___Grade more for content than mechanics
___Provide exam orally
___Allow student to give test answers on tape recorder
___Use more objective, multiple choice items (fewer essays)
___Allow responses that are performance based
___Provide more space in between problems to eliminate any confusion
___Write answers directly on test booklet, instead of scantron
___Eliminate repetitive questions
___Test in small area with no noise
___Test with specific amounts of extended time
___Provide study index cards for tests
___Teach students how to use positive self talk and relaxation techniques to decrease anxiety
CLASSROOM AND BEHAVIOR MANAGEMENT:
___Praise specific behaviors that you are trying to increase – catch him/her doing well
___Teach/encourage self-monitoring strategies
___Allow for short breaks between assignments
___Cue student to stay on task (nonverbal – tapping on desk, proximity, etc.)
___Mark student's correct answers, not his/her mistakes
___Have pre-established consequences for misbehavior and rewards for on task
___Keep classroom rules/expectations simple and clear and posted
___Develop behavioral contract
___Allow for legitimate movement
___Allow student to stand while working
___Allow student time out of seat to run errands
___Remain calm.
___Do not debate or argue
___Avoid ridiculing or criticizing publicly