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.

Physical Arrangement of Room

Organization - Material/Time/Transitions

Lesson Presentation

Directions

Assignments and Worksheets

Test Taking

Classroom and Behavior Management

 

 

PHYSICAL ARRANGEMENT OF ROOM:

___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

 

LESSON PRESENTATION:

___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

 

 

DIRECTIONS:

___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.)

 

ASSIGNMENTS & WORKSHEETS:

___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

 

TEST TAKING:

___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