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Overview of Accommodations and Modifications Information for Teachers

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Overview of Accommodations and Modifications Information for Teachers

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This source is great as it goes in depth by disabilities in order to give effective accommodations and instructional strategies

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Academic accommodations may be described as strategies to effectively level the playing field for students with disabilities. These compensatory techniques are not designed to give students with disabilities an advantage over their peers. Educational accommodations ensure that students with disabilities have equal access to information and are given an opportunity to demonstrate their knowledge of a subject. The same accommodation may be used by individuals with different disabilities, and two individuals with the same disability may use different accommodations. The emphasis is not placed on consistency of accommodation, but rather on meeting the documented need for individual accommodation.

Common Accommodations & Instructional Strategies by Disability

Accommodations

Exam divided into small units to allow for fatigue

Extended time on exams

Frequent breaks

Give directions in a step by step written format

Exams administered in a non-distracting environment

Use of a note taker if documented

Priority registration

Extended time to complete course

Tape recorded lectures

Accommodated tutoring

Instructional Strategies

Provide repetition and consistency

Demonstrate new tasks, provide examples to illustrate ideas and concepts

Provide rest breaks due to student's reduced stamina

Provide mnemonic memory devices when appropriate

Reduce stressful class situations due to student's sensitivity to stress

Allow for longer response time

Remember to praise

Accommodations

Seating in front of class

Minimizing of distractions by seating away from doors and windows

Extended time to complete exams

Administration of exams in a non-distracting environment

Taped lectures

In-class note taker

Medication prescribed by physician

Class scheduling assistance

Instructional Strategies

Provide opportunity for student to work standing up or pacing

Arrange frequent breaks

Ignore inappropriate interruptions

Provide outline for lectures

Highlight key concepts

Give directions in writing

Utilize study guides for exams

Use a multisensory teaching approach

Extend time for exams and assignments

Provide detailed class syllabus

Accommodations

Augmentative communication device (synthesized speech, print output, etc.)

Course modifications, such as one-to-one presentations and the use of a computer with a voice synthesizer

Instructional Strategies

Permit students the time they require to express themselves, without unsolicited aid in filling the gaps in their speech

Be patient and take the time to communicate effectively. Ask students to repeat or clarify if you do not understand their speech

Permit students to be silent in class unless speech is a required course competency appropriate for particular students

Accommodations

Note takers to allow for full attention to speaker or interpreter

Use of an interpreter if appropriate

Use of Real-time Reporting if appropriate

Use of an amplification system if appropriate

Front row seating to maximize the intake of visual cues

Appropriate lighting even during the use of visual aids so the faculty member or interpreter can be seen at all times

Exams with extended time if a documented accommodation

Instructional Strategies

Deliver lectures slowly and clearly. Be sure your mouth is not covered by your hand or book. Repeat words if necessary

Face the class and not the chalkboard. Avoid standing behind the student with a hearing impairment, or walking back and forth in front of the class

Write important material on the chalkboard or overhead transparency

Hand out typed or printed notes

Use closed captioned videos and movies. If they are not used, provide a written explanation of either the video tape, movie, use an interpreter, or provide a demonstration

Realize that a beard or mustache may hinder the comprehension of someone who reads lips

Give assignments in written form

Repeat classmates' comments and questions

Give the student adequate time to respond to questions to allow the student with a hearing impairment to participate in the class

Check privately with the student to determine whether he or she feels comfortable speaking in class

Be patient and take the time to communicate effectively

Accommodations

Priority registration

Extended time to complete course

Textbooks in alternate format

Scan/read equipment

In-class note takers (use note takers notebook)

Tape recorded lectures

Copy of faculty member's notes

Real-time reporting

Use of transcriber for written assignments

Use of a lap top computer

Use of an electronic spell checker

Extended time to complete in-class written assignments

Use of a basic, four-function calculator in class

Tests administered in a non-distracting environment

Extended time on exams

Proctored exams (oral responses, responses transcribed, audiotaped responses)

Accommodated tutoring

Instructional Strategies

Choose textbook that comes with a study guide

Double-space all material

Provide handouts in high contrast form

Make syllabus available prior to first class to allow students to prepare early

Use multimedia techniques in the lecture

Provide lecture outlines, teach definitions and terms, emphasize key points

Provide clear deadlines

Allow alternative formats for class assignments (oral presentation, visual displays, etc.)

Read aloud material that is written on the chalkboard, handouts, or transparencies

Minimize penalties for misspellings, incorrect punctuation, and poor grammar unless the object of the assignment is to demonstrate written skills

Critique early draft of the paper

Examine test for the types of errors (consider partial credit, student conference, tutor conference, etc.)

Provide alternatives to computer scored answer sheets (allow student to mark on the test)

Consider alternative test design (multiple choice and matching designs can be confusing to a student with perceptual impairments)

Consider alternative or supplementary assignments to evaluate a student's mastery of the course material

Consider course substitution when doing so would not substantially change an essential element of the curriculum

Accommodations

Use of a note taker, tape recorder, etc.

Extended time for exams

Proctored exams (oral responses, audiotaped, videotaped, transcriber)

Extended time for assignments due to slow writing speed or medical concerns

Adjustable tables, lab benches, etc.

Special parking decals

Accessible classes, buildings, field trips, etc.

Preferred class seating

Location of needed equipment and supplies in close proximity to the student

Priority registration and pre-registration

Consideration of classes and locations when scheduling classes

Instructional Strategies

Give consideration to students with mobility impairments if they are late to classes, especially in inclement weather

Aid in manipulating tools, lab equipment, etc.

Substitute non-corrosive chemicals in laboratory classes

Consider sitting down when a conversation lasts for more than a few minutes in order to be at eye level with the student

Accommodations

Assistance with campus orientation, registration, etc.

Assistance with choosing class schedule

Extended time for exams

Change of location for exams

Note takers, readers, tape recorders

Modifications in seating arrangements (near door for frequent breaks)

Extensions of time for projects

Time management and study skills assistance

Instructional Strategies

Provide syllabus, textbook, and reading lists early

Allow beverages during class and exams. Some medications dry the mouth

Provide writing assignments as one alternative to oral presentations

Provide feedback frequently on academic performance

Allow flexibility in attendance requirements in case of hospitalization/crisis

Consider grade of incomplete or late withdrawals in the event of prolonged illness related absences

Provide outlines of lectures

There are other impairments (neurological and medical conditions) which do not fit under the major categories already discussed but which are covered under Section 504 and the ADA. These disabilities (e.g. heart conditions, sickle cell anemia, hemophilia, arthritis, asthma, diabetes, respiratory disorders, cancer, kidney problems, Tourette's Syndrome, severe chronic pain) can affect students by significantly impairing their energy level, memory, mobility, speech, vision, or muscular coordination. In some cases, the degree of impairment may vary because of the nature of the medical condition. Some conditions are progressive and get worse year-by-year, resulting in emotional consequences for the student. Some students may be absent from class as a direct result of their disabilities, and they may require consideration regarding attendance policies. Some students may need accommodations similar to those found elsewhere in this guide. Others will need no special modifications.

Accommodations

Books and materials on tape or computer disk

Large print materials

Closed circuit TV

Scanner and speech synthesizer

Magnifier

Tactile signage and maps

Auditory signals

Computer screen enhancement (ZoomText)

Braille printer

Note taker or Brailler

Brailled materials

Guide dog access

Extended time for exams and in class assignments

Proctored exams (oral administration, transcriber, exam on disk for use with a speech equipped computer)

Copies of overhead (enlarged, high contrast, bold)

Preferred seating for low vision students

Instructional Strategies

Provide a preview tour of the classroom, lab, and office before class

Provide class materials altered to correct format (enlarged, brailled, bold, etc.)

Provide tactile models, visual relief maps, replicas, etc., to convey ideas

State aloud what you write on the chalkboard or overhead projector

Face class when speaking

Be flexible with assignment deadlines, especially if library research is required

Consider alternative testing formats

Remember that time is required to locate suitable materials, textbooks, etc., in an alternative format

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Academic accommodations may be described as strategies to effectively level the playing field for students with disabilities. These compensatory techniques are not designed to give students with disabilities an advantage over their peers. Educational accommodations ensure that students with disabilities have equal access to information and are given an opportunity to demonstrate their knowledge of a subject.

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Overview of Accommodations and Modifications Information for Teachers

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Overview of Accommodations and Modifications Information for Teachers

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This source goes in depth on Assistive Technology and how it improves a student's learning

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Assistive technology (AT) is available to help individuals with many types of disabilities — from cognitive problems to physical impairment. This article will focus specifically on AT for individuals with learning disabilities (LD).

The use of technology to enhance learning is an effective approach for many children. Additionally, students with LD often experience greater success when they are allowed to use their abilities (strengths) to work around their disabilities (challenges). AT tools combine the best of both of these practices.

What is assistive technology for LD?

AT for kids with LD is defined as any device, piece of equipment or system that helps bypass, work around or compensate for an individual's specific learning deficits. Over the past decade, a number of studies have demonstrated the efficacy of AT for individuals with LD. ¹ AT doesn't cure or eliminate learning difficulties, but it can help your child reach her potential because it allows her to capitalize on her strengths and bypass areas of difficulty. For example, a student who struggles with reading but who has good listening skills might benefit from listening to audiobooks.

In general, AT compensates for a student's skills deficits or area(s) of disability. However, utilizing AT does not mean that a child can't also receive remedial instruction aimed at alleviating deficits (such as software designed to improve poor phonic skills). A student could use remedial reading software as well as listen to audiobooks. In fact, research has shown that AT can improve certain skill deficits (e.g., reading and spelling).2,3

AT can increase a child's self-reliance and sense of independence. Kids who struggle in school are often overly dependent on parents, siblings, friends and teachers for help with assignments. By using AT, kids can experience success with working independently.

What types of learning problems does assistive technology address?

AT can address many types of learning difficulties. A student who has difficulty writing can compose a school report by dictating it and having it converted to text by special software. A child who struggles with math can use a hand-held calculator to keep score while playing a game with a friend. And a teenager with dyslexia may benefit from AT that will read aloud his employer's online training manual. There are AT tools to help students who struggle with:

Listening

Certain assistive technology (AT) tools can help people who have difficulty processing and remembering spoken language. Such devices can be used in various settings (e.g., a class lecture, or a meeting with multiple speakers).

Math

Assistive technology (AT) tools for math are designed to help people who struggle with computing, organizing, aligning, and copying math problems down on paper. With the help of visual and/or audio support, users can better set up and calculate basic math problems.

Organization and memory

Assistive technology (AT) tools can help a person plan, organize, and keep track of his calendar, schedule, task list, contact information, and miscellaneous notes. These tools allow him to manage, store, and retrieve such information with the help of special software and hand-held devices.

Reading

There is a wide range of assistive technology (AT) tools available to help individuals who struggle with reading. While each type of tool works a little differently, all of these tools help by presenting text as speech. These tools help facilitate decoding, reading fluency, and comprehension.

Writing

There is a wide range of assistive technology (AT) tools available to help students who struggle with writing. Some of these tools help students circumvent the actual physical task of writing, while others facilitate proper spelling, punctuation, grammar, word usage, and organization.

What kinds of assistive technology tools are available?

The term "assistive technology" has usually been applied to computer hardware and software and electronic devices. However, many AT tools are now available on the Internet. AT tools that support kids with LD include:

Abbreviation expanders

Used with word processing, these software programs allow a user to create, store, and re-use abbreviations for frequently-used words or phrases. This can save the user keystrokes and ensure proper spelling of words and phrases he has coded as abbreviations.

Alternative keyboards

These programmable keyboards have special overlays that customize the appearance and function of a standard keyboard. Students who have LD or have trouble typing may benefit from customization that reduces input choices, groups keys by color/location, and adds graphics to aid comprehension.

Audiobooks and publications

Recorded books allow users to listen to text and are available in a variety of formats, such as audiocassettes, CDs, and MP3 downloads. Special playback units allow users to and search and bookmark pages and chapters. Subscription services offer extensive electronic library collections.

Electronic math work sheets

Electronic math worksheets are software programs that can help a user organize, align, and work through math problems on a computer screen. Numbers that appear onscreen can also be read aloud via a speech synthesizer. This may be helpful to people who have trouble aligning math problems with pencil and paper.

Freeform database software

Used in conjunction with word processing or other software, this tool allows the user to create and store electronic notes by "jotting down" relevant information of any length and on any subject. He can later retrieve the information by typing any fragment of the original note.

Graphic organizers and outlining

Graphic organizers and outlining programs help users who have trouble organizing and outlining information as they begin a writing project. This type of program lets a user "dump" information in an unstructured manner and later helps him organize the information into appropriate categories and order.

Information/data managers

This type of tool helps a person plan, organize, store, and retrieve his calendar, task list, contact data, and other information in electronic form. Personal data managers may be portable, hand-held devices, computer software, or a combination of those tools working together by "sharing" data.

Optical character recognition

This technology allows a user to scan printed material into a computer or handheld unit. The scanned text is then read aloud via a speech synthesis/screen reading system. Optical Character Recognition (OCR) is available as stand-alone units, computer software, and as portable, pocket-sized devices.

Personal FM listening systems

A personal FM listening system transmits a speaker's voice directly to the user's ear. This may help the listener focus on what the speaker is saying. The unit consists of a wireless transmitter (with microphone) worn by the speaker and a receiver (with earphone) worn by the listener.

Portable word processors

A portable word processor is lightweight device that is easy to transport (e.g., from classroom to home). It can be helpful to kids who may have trouble writing by hand and prefer to use a keyboard. Word processing allows the user to edit and correct his written work more efficiently than doing so by hand.

Proofreading programs

Students who struggle with writing (e.g., spelling, grammar, punctuation, word usage, and sentence structure) may benefit from software programs (included in many word processing systems) that scan word processing documents and alert the user to possible errors.

Speech-recognition programs

A speech recognition program works in conjunction with a word processor. The user "dictates" into a microphone, and his spoken words appear on the computer screen as text. This can help a user whose oral language ability is better than his writing skills.

Speech synthesizers/screen readers

These systems can display and read aloud text on a computer screen, including text that has been typed by the user, scanned in from printed pages (e.g., books, letters), or text appearing on the Internet.

Talking calculators

A talking calculator has a built-in speech synthesizer that reads aloud each number, symbol, or operation key a user presses; it also vocalizes the answer to the problem. This auditory feedback may help him check the accuracy of the keys he presses and verify the answer before he transfers it to paper.

Talking spell checkers and electronic dictionaries

Talking spell checkers and electronic dictionaries can help a poor speller select or identify appropriate words and correct spelling errors during the process of writing and proofreading. Talking devices "read aloud" and display the selected words onscreen, so the user can see and hear the words.

Variable-speed tape recorders

Tape recorders/players allow a user to listen to pre-recorded text or to capture spoken information (e.g., a classroom lecture) and play it back later. Variable speed control (VSC) tape recorders speed up or slow down the playback rate without distorting the "speaker's" voice.

Word-prediction programs

Word prediction software can help a user during word processing by "predicting" a word the user intends to type. Predictions are based on spelling, syntax, and frequent/recent use. This prompts kids who struggle with writing to use proper spelling, grammar, and word choices, with fewer keystrokes.

Your child's profile

Here are several factors to consider when evaluating AT products for your child:

What are her specific needs and challenges? In what academic skill areas does she struggle?

What are her strengths? AT should utilize your child's abilities to help compensate for her disability.

What is her interest, skill and experience in using technology? In what settings and situations will she use the AT tool? AT can help a child with LD function better at school as well as in other settings such as home, work, social gatherings and recreational events.

Other technology tools for learning

There are other forms of technology designed to help all students, including those with LD, improve their academic performance. These technologies differ somewhat from AT but are worth mentioning.

Instructional software is used to teach specific academic skills (like reading and writing) or subject matter content (such as history and science). It differs from AT in that it provides instruction rather than bypassing areas of difficulty.

Universal Design for Learning (UDL) is a philosophy that encompasses learning models, methods and products to enhance the educational experience of diverse learners (whether or not they have learning disabilities). In this approach, AT is often built into educational materials and can be customized to help students with disabilities be successful with the general curriculum.

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Assistive Technology for Kids with Learning Disabilities: An Overview

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If your child has a learning disability, he or she may benefit from assistive technology tools that play to their strengths and work around their challenges.

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Overview of Accommodations and Modifications Information for Teachers

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Overview of Accommodations and Modifications Information for Teachers

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This source gives teachers an understanding and tips for working with students who are Deaf

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Individual accommodation letters are provided to students to deliver to their faculty members that outline the accommodations approved for that student by SSD. The following list contains suggested instructional tips in addition to possible approved accommodations.
Interpreters in the Classroom
Interpreters are trained professionals bound by a code of ethics. Interpreters have no knowledge of the student's classroom performance or the etiology of their deafness. In addition to the suggested modifications listed, the following suggestions are helpful for working with an interpreter.

1. Speak directly to the student who is deaf. Don't ask the interpreter to "Tell him ..."

2. Look at the deaf student, not the interpreter. The interpreter will sign whatever you say and voice whatever the student signs. The interpreters are not permitted to voice their own personal opinions or enter the conversation.

3. Speak at a normal rate. The interpreter will ask you to slow down or repeat if the delivery is too fast.

4. Allow the interpreter to sit or stand near you. The interpreter and the instructor should work out the best place for the interpreter to work. The closer the interpreter is to the speaker, the easier it is for the student to see the interpreter, the instructor and any visual aids.

5. Remember that the interpreter will be a few words behind the speaker. Allow the interpreter time to finish so that the student may ask questions or join the discussion.

6. Provide the interpreter with extra copies of materials being discussed in class. This allows the interpreter to study pertinent vocabulary and be prepared for the class.

7. Interpreters are paid professionals and skilled interpreters are in great demand. This makes it important to inform students of any class cancellations or changes as early as possible so they can make arrangements with their interpreters.

8. If the interpreter does not show up, the student must notify the Interpreter Coordinator and a substitute will be sent if one is available. If no substitute is available, the student and instructor can decide what to do (tape the lecture to be interpreted later, allow the student to leave, stay, etc.).

9. Initially, an interpreter's presence may be distracting to the instructor and other students. However, the initial curiosity will subside and it should be a comfortable situation for all concerned.

Instructional Tips

1. The deaf or hard of hearing student may need a notetaker so that he/she can give full attention to watching the speaker or interpreter. SSD provides carbonless paper for a volunteer notetaker to use in the class. The student may ask for the instructor's assistance in locating a volunteer.

2. Many students with hearing loss need to receive assignments in written form in order to ensure proper understanding of the requirements.

3. The speaker should face the class as much as possible and speak clearly and audibly.

4. Students will need to sit close to the speaker for maximum intake of visual cues.

5. Avoid covering your mouth or standing with a light source behind you when speaking.

6. The instructor should keep a minimum amount of lighting on when presenting audiovisual information so the instructor or interpreter can be seen at all times. It is helpful to supply the student with a written explanation of a demonstration in advance.

7. Videotapes or movies should be open or closed-captioned. If they are not, the student should be provided with notes or a summary.

8. Refrain from speaking while writing on a chalkboard or while turned away from the student.

9. The use of visual aids (chalkboards, overhead projectors, diagrams, charts, etc.) greatly assists students with hearing impairments.

10. In a group discussion, ensure that one person is speaking at a time. Point to the speaker or have speakers raise their hands. It may be necessary to repeat questions or comments so the student can keep up with the discussion.

11. Allow extra time when referring to written material, since the student with a hearing disability must look at the material and then return his attention to the classroom to keep up with the discussion.

Please visit our website for more information about working with Deaf/HH students.

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Tips for Working with Students who are Deaf or Hard of Hearing

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Individual accommodation letters are provided to students to deliver to their faculty members that outline the accommodations approved for that student by SSD. The following list contains suggested instructional tips in addition to possible approved accommodations. Interpreters in the Classroom Interpreters are trained professionals bound by a code of ethics.

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Overview of Accommodations and Modifications Information for Teachers

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Overview of Accommodations and Modifications Information for Teachers

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This source gives ideas to teachers on how to teach individuals who have autism

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Temple Grandin, Ph.D.
Assistant Professor
Colorado State University
Fort Collins, CO 80523, USA
(Revised: December 2002)

Good teachers helped me to achieve success. I was able to overcome autism because I had good teachers. At age 2 1/2 I was placed in a structured nursery school with experienced teachers. From an early age I was taught to have good manners and to behave at the dinner table. Children with autism need to have a structured day, and teachers who know how to be firm but gentle.

Between the ages of 2 1/4 and 5 my day was structured, and I was not allowed to tune out. I had 45 minutes of one-to-one speech therapy five days a week, and my mother hired a nanny who spent three to four hours a day playing games with me and my sister. She taught 'turn taking' during play activities. When we made a snowman, she had me roll the bottom ball; and then my sister had to make the next part. At mealtimes, every-body ate together; and I was not allowed to do any "stims." The only time I was allowed to revert back to autistic behavior was during a one-hour rest period after lunch. The combination of the nursery school, speech therapy, play activities, and "miss manners" meals added up to 40 hours a week, where my brain was kept connected to the world.

1. Many people with autism are visual thinkers. I think in pictures. I do not think in language. All my thoughts are like videotapes running in my imagination. Pictures are my first language, and words are my second language. Nouns were the easiest words to learn because I could make a picture in my mind of the word. To learn words like "up" or "down," the teacher should demonstrate them to the child. For example, take a toy airplane and say "up" as you make the airplane takeoff from a desk. Some children will learn better if cards with the words "up" and "down" are attached to the toy airplane. The "up" card is attached when the plane takes off. The "down" card is attached when it lands.

2. Avoid long strings of verbal instructions. People with autism have problems with remembering the sequence. If the child can read, write the instructions down on a piece of paper. I am unable to remember sequences. If I ask for directions at a gas station, I can only remember three steps. Directions with more than three steps have to be written down. I also have difficulty remembering phone numbers because I cannot make a picture in my mind.

3. Many children with autism are good at drawing, art and computer programming. These talent areas should be encouraged. I think there needs to be much more emphasis on developing the child's talents. Talents can be turned into skills that can be used for future employment.

4. Many autistic children get fixated on one subject such as trains or maps. The best way to deal with fixations is to use them to motivate school work. If the child likes trains, then use trains to teach reading and math. Read a book about a train and do math problems with trains. For example, calculate how long it takes for a train to go between New York and Washington.

5. Use concrete visual methods to teach number concepts. My parents gave me a math toy which helped me to learn numbers. It consisted of a set of blocks which had a different length and a different color for the numbers one through ten. With this I learned how to add and subtract. To learn fractions my teacher had a wooden apple that was cut up into four pieces and a wooden pear that was cut in half. From this I learned the concept of quarters and halves.

6. I had the worst handwriting in my class. Many autistic children have problems with motor control in their hands. Neat handwriting is sometimes very hard. This can totally frustrate the child. To reduce frustration and help the child to enjoy writing, let him type on the computer. Typing is often much easier.

7. Some autistic children will learn reading more easily with phonics, and others will learn best by memorizing whole words. I learned with phonics. My mother taught me the phonics rules and then had me sound out my words. Children with lots of echolalia will often learn best if flash cards and picture books are used so that the whole words are associated with pictures. It is important to have the picture and the printed word on the same side of the card. When teaching nouns the child must hear you speak the word and view the picture and printed word simultaneously. An example of teaching a verb would be to hold a card that says "jump," and you would jump up and down while saying "jump."

8. When I was a child, loud sounds like the school bell hurt my ears like a dentist drill hitting a nerve. Children with autism need to be protected from sounds that hurt their ears. The sounds that will cause the most problems are school bells, PA systems, buzzers on the score board in the gym, and the sound of chairs scraping on the floor. In many cases the child will be able to tolerate the bell or buzzer if it is muffled slightly by stuffing it with tissues or duct tape. Scraping chairs can be silenced by placing slit tennis balls on the ends of the legs or installing carpet. A child may fear a certain room because he is afraid he may be suddenly subjected to squealing microphone feedback from the PA system. The fear of a dreaded sound can cause bad behavior. If a child covers his ears, it is an indicator that a certain sound hurts his ears. Sometimes sound sensitivity to a particular sound, such as the fire alarm, can be desensitized by recording the sound on a tape recorder. This will allow the child to initiate the sound and gradually increase its volume. The child must have control of playback of the sound.

9. Some autistic people are bothered by visual distractions and fluorescent lights. They can see the flicker of the 60-cycle electricity. To avoid this problem, place the child's desk near the window or try to avoid using fluorescent lights. If the lights cannot be avoided, use the newest bulbs you can get. New bulbs flicker less. The flickering of fluorescent lights can also be reduced by putting a lamp with an old-fashioned incandescent light bulb next to the child's desk.

10. Some hyperactive autistic children who fidget all the time will often be calmer if they are given a padded weighted vest to wear. Pressure from the garment helps to calm the nervous system. I was greatly calmed by pressure. For best results, the vest should be worn for twenty minutes and then taken off for a few minutes. This prevents the nervous system from adapting to it.

11. Some individuals with autism will respond better and have improved eye contact and speech if the teacher interacts with them while they are swinging on a swing or rolled up in a mat. Sensory input from swinging or pressure from the mat sometimes helps to improve speech. Swinging should always be done as a fun game. It must NEVER be forced.

12. Some children and adults can sing better than they can speak. They may respond better if words and sentences are sung to them. Some children with extreme sound sensitivity will respond better if the teacher talks to them in a low whisper.

13. Some nonverbal children and adults cannot process visual and auditory input at the same time. They are mono-channel. They cannot see and hear at the same time. They should not be asked to look and listen at the same time. They should be given either a visual task or an auditory task. Their immature nervous system is not able to process simultaneous visual and auditory input.

14. In older nonverbal children and adults touch is often their most reliable sense. It is often easier for them to feel. Letters can be taught by letting them feel plastic letters. They can learn their daily schedule by feeling objects a few minutes before a scheduled activity. For example, fifteen minutes before lunch give the person a spoon to hold. Let them hold a toy car a few minutes before going in the car.

15. Some children and adults with autism will learn more easily if the computer key-board is placed close to the screen. This enables the individual to simultaneously see the keyboard and screen. Some individuals have difficulty remembering if they have to look up after they have hit a key on the keyboard.

16. Nonverbal children and adults will find it easier to associate words with pictures if they see the printed word and a picture on a flashcard. Some individuals do not under-stand line drawings, so it is recommended to work with real objects and photos first. The picture and the word must be on the same side of the card.

17. Some autistic individuals do not know that speech is used for communication. Language learning can be facilitated if language exercises promote communication. If the child asks for a cup, then give him a cup. If the child asks for a plate, when he wants a cup, give him a plate. The individual needs to learn that when he says words, concrete things happen. It is easier for an individual with autism to learn that their words are wrong if the incorrect word resulted in the incorrect object.

18. Many individuals with autism have difficulty using a computer mouse. Try a roller ball (or tracking ball) pointing device that has a separate button for clicking. Autistics with motor control problems in their hands find it very difficult to hold the mouse still during clicking.

19. Children who have difficulty understanding speech have a hard time differentiating between hard consonant sounds such as 'D' in dog and 'L' in log. My speech teacher helped me to learn to hear these sounds by stretching out and enunciating hard consonant sounds. Even though the child may have passed a pure tone hearing test he may still have difficulty hearing hard consonants. Children who talk in vowel sounds are not hearing consonants.

20. Several parents have informed me that using the closed captions on the television helped their child to learn to read. The child was able to read the captions and match the printed works with spoken speech. Recording a favorite program with captions on a tape would be helpful because the tape can be played over and over again and stopped.

21. Some autistic individuals do not understand that a computer mouse moves the arrow on the screen. They may learn more easily if a paper arrow that looks EXACTLY like the arrow on the screen is taped to the mouse.

22. Children and adults with visual processing problems can see flicker on TV type computer monitors. They can sometimes see better on laptops and flat panel displays which have less flicker.

23. Children and adults who fear escalators often have visual processing problems. They fear the escalator because they cannot determine when to get on or off. These individuals may also not be able to tolerate fluorescent lights. The Irlen colored glasses may be helpful for them.

24. Individuals with visual processing problems often find it easier to read if black print is printed on colored paper to reduce contrast. Try light tan, light blue, gray, or light green paper. Experiment with different colors. Avoid bright yellow--it may hurt the individual's eyes. Irlen colored glasses may also make reading easier. (Click here to visit the Irlen Institute's web site.)

25. Teaching generalization is often a problem for children with autism. To teach a child to generalize the principle of not running across the street, it must be taught in many different locations. If he is taught in only one location, the child will think that the rule only applies to one specific place.

26. A common problem is that a child may be able to use the toilet correctly at home but refuses to use it at school. This may be due to a failure to recognize the toilet. Hilde de Clereq from Belgium discovered that an autistic child may use a small non-relevant detail to recognize an object such as a toilet. It takes detective work to find that detail. In one case a boy would only use the toilet at home that had a black seat. His parents and teacher were able to get him to use the toilet at school by covering its white seat with black tape. The tape was then gradually removed and toilets with white seats were now recognized as toilets.

27. Sequencing is very difficult for individuals with severe autism. Sometimes they do not understand when a task is presented as a series of steps. An occupational therapist successfully taught a nonverbal autistic child to use a playground slide by walking his body through climbing the ladder and going down the slide. It must be taught by touch and motor rather than showing him visually. Putting on shoes can be taught in a similar manner. The teacher should put her hands on top of the child's hands and move the child's hands over his foot so he feels and understands the shape of his foot. The next step is feeling the inside and the outside of a slip-on shoe. To put the shoe on, the teacher guides the child's hands to the shoe and, using the hand-over-hand method, slides the shoe onto the child's foot. This enables the child to feel the entire task of putting on his shoe.

28. Fussy eating is a common problem. In some cases the child may be fixated on a detail that identifies a certain food. Hilde de Clerq found that one child only ate Chiquita bananas because he fixated on the labels. Other fruit such as apples and oranges were readily accepted when Chiquita labels were put on them. Try putting different but similar foods in the cereal box or another package of a favorite food. Another mother had success by putting a homemade hamburger with a wheat free bun in a McDonald's package.

December 2002
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Teaching Tips for Children and Adults with Autism

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Good teachers helped me to achieve success. I was able to overcome autism because I had good teachers.

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Ways Accommodations and Modifications can be Implemented in Classroom Environment

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Ways Accommodations and Modifications can be Implemented in Classroom Environment

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Source goes over who qualifies for services and what services are given

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by Nakonia (Niki) Hayes

With an exponential growth in special services being required for public school students who are considered to have learning disabilities and/or handicapping conditions in the United States, it is important to choose appropriately from the different levels of federally mandated services now available in school programs.

Imagine a large, ostrich-sized hard-boiled egg sliced vertically and cleanly, revealing the thick outside protective shell, the egg's white cooked area, and the egg's solid yolk. Now imagine a ruby in the center of the egg yolk.

This representational picture can be used to help people understand the relationships of all students in a school who range from the "regular" child with no handicapping condition or disability, to the student who is handicapped/disabled but who succeeds without special services, to the "substantially limited" student who needs some "accommodations," and to the student who needs which are called content "modifications."

The egg's shell represents all the students in the school. The egg white represents any student who has a recognized or perceived special need or condition that could impact his/her life. This student, for whatever reason, does not receive, require or ask for special services and is seen as a successful learner.

The egg yolk represents those children who also have some recognized or perceived circumstances and/or condition that substantially limits their learning. They have been recommended to a school committee and approved for special environmental/physical accommodations in their school setting, under the 1973 Rehabilitation Act's Section 504 statute. This federal legislation (originally designed to help Vietnam veterans), protects an individual's civil rights and guarantees nondiscrimination toward handicapped individuals, regardless of their ages. The American Disabilities Act of 1990 further protects these civil rights by requiring that reasonable physical accommodations be provided to remove barriers for handicapped individuals in the private sector: buildings, transportation, and communications.

Lastly, the ruby center of the egg yolk represents students who need modifications. These children need special instruction presented at their level of cognitive development.

Explaining and understanding the differences between accommodations and modifications in the school setting can help determine the most effective and appropriate placement for students who are deemed eligible for special help.

For example, the following are considered "outside-the-body"/physical/environmental accommodations. Many of these accommodations are used on a regular basis, or as needed, in the general education classroom. Most teachers see them as simply good teaching strategies:

Pacing: extending/adjusting time; allowing frequent breaks; varying activity often; omitting assignments that require timed situations.

Environment: leaving class for academic assistance; preferential seating; altering physical room arrangement; defining limits (physical/behavioral); reducing/minimizing distractions (visual, auditory, both); cooling off period; sign language interpreter.

Presentation of Material: emphasizing teaching approach (visual, auditory, tactile, multi); individualizing/small group instruction; taping lectures for replay; demonstrating/modeling; using manipulatives/hands-on activities; pre-teaching vocabulary; utilizing advance organizers; providing visual cues.

Materials and Equipment/Assistive Technology: taping texts; highlighting material; supplementing material/laminating material; note taking assistance/copies from others; typing teacher's material rather than using handwriting on board; color overlays; using calculator, computer, word processor; using Braille text; using large print books; using decoder for television and film; having access to any special equipment.

Grading: giving credit for projects; giving credit for class participation.

Assignments: giving directions in small, distinct steps; allowing copying from paper/book; using written back-up for oral directions; adjusting length of assignment; changing format of assignment (matching, multiple choice, fill-in-blank, etc.); breaking assignment into series of smaller assignments; reducing paper/pencil tasks; reading directions/assignments to students; giving oral/visual cues or prompts; allowing recording/dictated/typed answers; maintaining assignment notebook; avoiding penalizing for spelling errors on every paper.

Reinforcement and Follow-through: using positive reinforcement; using concrete reinforcement; checking often for understanding/review; providing peer tutoring; requesting parent reinforcement; having student repeat/explain the directions; making/using vocabulary files; teaching study skills; using study sheets/guides; reinforcing long-term assignment timelines; repeating review/drill; using behavioral contracts/check cards; giving weekly progress reports; providing before and/or after school tutoring; conferring with student (daily, biweekly, weekly, etc.).

Testing Adaptations: reading test verbatim to student (in person or recorded); shortening length of test; changing test format (essay vs. fill-in blank vs. multiple choice, etc.); adjusting time for test completion; permitting oral answers; scribing test answers for student; permitting open book/notes exams; permitting testing in isolated/different location.

Accommodations are used for students placed under Section 504 "protection," with an Individual Accommodation Plan (IAP) written and monitored by the school's "504 Committee." Students with a 504 plan remain in the regular classroom.

In many instances, once a child's needs are reviewed, a team of adults can decide to try certain accommodations in a particular regular education setting, before resorting to a formalized 504 plan. If the regular education setting can accommodate the child's needs so that he/she can get "back on track," there is no need to write a formal 504 plan, which, if written and signed, becomes a federal, legal mandate to be followed by all individuals named in the plan.

In contrast, modifications of content material require structural, cognitive change in the level of the material:

Presentation of Subject Matter: utilizing specialized curriculum written at a lower level of understanding.

Materials and Equipment/Assistive Technology: adapting or simplifying texts for lower level of understanding; modifying content areas by simplifying vocabulary, concepts and principles.

Grading: modifying weights of examinations.

Assignments: lowering reading level of assignment; adapting worksheets, packets with simplified vocabulary.

Testing Adaptations: reducing reading level of test.
It is easy to see there is a much more restricted and smaller list of modifications as compared to the lengthy possibilities found under accommodations. Judgments and hearings have begun to differentiate between these two resources which are being used to impact the learning programs of millions of students.

In other words, there is a greater demand for more appropriate placement of students, and better attention on how to meet their real learning needs.

Students tested by licensed diagnosticians or other certificated personnel, and who score significant standard deviations below their IQ, are considered potential candidates for specially-designed instruction, which encompasses all accommodations, modifications and related services needed by the child to achieve an educational benefit from school. We say such students may be "potential candidates" because a full-scale review of the whole child must consider the cause of his/her apparent cognitive deficiencies.

During that review, the team of adults may conclude the child needs not only content modifications, but environmental accommodations.

Remember the representational picture of the egg: The modifications relate to the student who is the ruby inside the egg yolk. The egg yolk represents 504 children who may need accommodations. Therefore, all Special Education students are automatically included under Section 504 for civil rights protection, and any needed accommodations, as well as modifications and related services.

If the committee declares the child eligible for Special Education services, an Individual Education Plan (IEP) is written. Like the 504 plan, this document becomes a federally-mandated "contract" between the school and family, but unlike Section 504, the IEP is tied to additional federal funding that helps pay the costs of educating the child.

Specifically, Section 504 with its accommodations is an equity issue. Special Education services, with its modifications (which may require extra expenditures for specially-designed instructional materials) is a funding issue, bringing in more dollars to a district and/or building from the federal government. (Special Education is regulated by the Individuals with Disabilities Education Act (IDEA) of 1975 and its amendments of 1997.)

In summary, anyone looking at a student's records and assessments must ask, "Does this child need specially-designed instruction due to neurological disabilities?" (It must be remembered that neurological deficiencies, or disabilities, are the result of organic problems or brain trauma caused by accident, sickness, or disease. Cognitive deficiencies can be the result of neurological impairments or from simply not knowing "how to learn," due to cultural deprivation and/or a lack of mediating adults in the child for "special education services."

Even if the child qualifies for Special Education, but he/she does not really need specially-designed instruction formalized in an IEP, the weight of consideration then falls upon which accommodations he/she might need to help bring about (or maintain) school success. And, this "success" is measured against what the student's peers or regular students would be expected to achieve in this present learning situations. The accommodations would not be used to determine what strategies would guarantee a student's success (or lack of failure), but what ones would help set up equity -- a level playing field whereby the student would have opportunities to achieve specified goals.

If the team determines the child needs only accommodations to improve his/her chances of success, the individual(s) choosing those accommodations should select about three (no more than five) such strategies/activities. For one thing, each accommodation that is checked must be done every day or for every event (such taking a test). Limiting choices to a few physical or environmental changes helps those working with the student to assess the effectiveness of the stated accommodations. Too many changes make if difficult to sort out which changes are having which effects. (This recommendation is also strongly urged for choosing modification for the eligible Special Education student.)

Finally, when looking at which accommodations to implement, it's especially important to remember the following: "Don't worry about fixing what ain't broke."

Also, by adjusting academic expectations through accommodations, adults often impact behavior issues, seeing them diminish or even disappear completely.

The purpose of many academic/school accommodations is to offer a temporary situation while the student is being taught specific strategies of organizational skills, coping mechanisms, and self-control issues. The goal should be to ratchet the student's ability up to the point he/she can succeed without continual, special assistance.

This same reminder can be made about modifications for special education students. Many of them can advance to needing only accommodations. From there, many can reach that position of needing no special services.

This means that Special Education is a service, not a place. It also means that, for many, it should not represent a life sentence.

About the author

Niki Hayes is a former Elementary school principal who has now retired. She formerly worked as an education specialist for Region 12 Education Service Center in Waco, Texas where she served as 504 coordinator for its 79 school districts and as a teacher trainer for the SPED programs. She has also been a principal for a P-12 public school on the Spokane Indian Reservation. Niki has her master's degree in counseling, a bachelor's degree in journalism and is certified and experienced in administration, mathematics, special education, counseling and journalism. She has done some doctoral work in mathematics education at the University of Texas in Austin. Nakonia (Niki) Hayes can be reached at n.c.hayes@worldnet.att.net

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To Accommodate, To Modify, and To Know the Difference: Determining Placement of a Child in Special Education or "504"

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by Nakonia (Niki) Hayes With an exponential growth in special services being required for public school students who are considered to have learning disabilities and/or handicapping conditions in the United States, it is important to choose appropriately from the different levels of federally mandated services now available in school programs. Imagine a large, ostrich-sized hard-boiled egg sliced vertically and cleanly, revealing the thick outside protective shell, the egg's white cooked area, and the egg's solid yolk.

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Guide for Parents in Understanding Accommodations and Modifications

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Guide for Parents in Understanding Accommodations and Modifications

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The following serves as a guide for parents who have children that are blind or visually impaired, it is informative and can guide parents in understanding the accommodations and modifications their child will receive

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Leer este artículo en español
What Are Accommodations and Modifications?

Children who are visually impaired can do virtually all the activities and tasks that sighted children can do, but they often need to learn to do them in a different way or using different tools or materials. For instance, your child may need reading materials in braille rather than in print or may need to examine a live rabbit with her hands to understand what it is, rather than learning from a picture in a book. Other examples might be arranging a classroom to let your child sit close to the science teacher who is demonstrating an experiment or allowing her extra time to complete a test that the whole class is taking.

Depending on your child's abilities and needs, she may need such adaptations to participate in the curriculum and various activities in school as well as to make use of instructional materials. Your child will most likely learn about such adaptations from his or her teacher of students with visual impairments or orientation and mobility (O&M) instructor.

Such adaptations in school are usually referred to by the terms "accommodations" and "modifications." Different school systems attach different meanings to these terms, but "accommodation" usually refers to a change in the way your child is taught or tested without changing the standard of learning or performance or the requirements that she needs to meet. Some examples include having extra time to complete assignments, using braille or large-print materials, having assignments or tests broken up into smaller parts, or completing assignments in a quiet setting away from other students. "Modification" commonly refers to a change to what your child is learning or tested on that changes the standards or requirements she needs to meet. Being taught material at a lower grade level or having to complete fewer items on a test are examples of modifications. Because these terms are not used in the same way in all school districts, it will be helpful for you to learn how your school district defines them.

Accommodations and Modifications at a Glance

Typically, students may require accommodations and modifications during the school day for various activities in the broad areas of

The following guide provides examples of accommodations and modifications that may be helpful for blind students in each of these areas. It is intended to provide you with a tool for working with your child's educational team to plan accommodations and modifications that will assist her. The ideas listed are only representative examples offered to stimulate your ideas and may not be appropriate for your particular child. It is also important to keep in mind that your child may need different solutions in different situations-no one device or technique will be the answer to everything.

Instructional Accommodations and Modifications for Students Who Are Visually Impaired

Children with visual impairments need to have access to both written and oral instruction and to demonstrations in all subject matter. Accommodations and modifications can help a student better understand the instruction provided by the regular education teacher in the classroom.

Instruction

Accommodations and Modifications for Instructional Materials

Instructional materials need to be put into an accessible format for visually impaired students. It is important that all materials be considered-not just textbooks, but worksheets and all supplemental reading materials. It is also important for your child to receive them at the same time as her sighted classmates who read print.

Materials

Accommodations and Modifications for Assignments

To make the best use of their education, students need to be responsible for all classroom and homework assignments. Additional time or alternatives to visual tasks may be important modifications for your child.

Assignments

Accommodations and Modifications for Classroom Testing

Different types of accommodations and modifications can help visually impaired students take their class tests along with their sighted classmates. For example, Ahmed, who is in third grade, has low vision and cerebral palsy and reads and writes more slowly than his classmates. To have the same opportunity as the rest of class to complete all the items on his class tests and to take the tests independently, he will need to be allotted more time than the other students.

Classroom Testing

Assistive Technology Accommodations and Modifications

Your child may need assistive technology tools to learn or to communicate with others. You can learn more about the range of assistive devices available for visually impaired children in the "Assistive Technology" section of FamilyConnect, but you may want to get started by browsing through the adaptations listed below.

Assistive Technology

Low vision devices (near)

Magnification devices for viewing or completing near vision tasks.

Low vision devices (distance)

Telescopes for viewing or completing distance vision tasks.

Braillewriter

A mechanical tool resembling a typewriter that is used for writing or "embossing" braille.

Slate and stylus

A portable tool for writing braille made up of two flat pieces of metal or plastic that are used to hold paper and a pointed piece of metal used to punch or emboss braille dots.

Electronic braillewriter

An electronic device for writing braille, incorporating a braille keyboard, which frequently has additional features, such as a calculator.

Personal digital assistant (PDA)

An electronic device for organizing and managing data, often integrated with an electronic notetaker.

Notetaker (braille)

A portable device for reading and writing in class, with braille output, often integrated with the features of a PDA.

Notetaker (speech)

A portable device for reading and writing in class with speech output, often integrated with the features of a PDA.

Computer

A tool for literacy and learning activities and access to information, especially when equipped with specialized software and hardware.

Refreshable braille

A device that is connected to (or integrated into) a computer or notetaker and that represents braille text by means of pins that can be raised or lowered to form braille cells.

Speech access software

Computer software that enables a computer to "speak" the text on the screen through the use of synthetic speech that announces what is displayed on screen.

Braille translation software

Computer software that translates print into braille and braille into print.

Large monitor for computer

A monitor that, by virtue of its size, provides larger images for students with low vision.

Scanner

A device that copies print material and uses software to translate it into an electronic format so that it can be converted into a preferred reading medium.

Magnification software

Software that enlarges text displayed on a computer or other screen.

Braille embosser

A printer that embosses (prints) braille.

Print printer

A regular printer to provide print text for sighted teachers and classmates.

Tactile graphics maker

A tool that makes print images into tactile format that can be "read" through the fingers.

Word processor

A computer software program for writing and manipulating text.

Electronic mail (e-mail)

Electronic mail sent through computers and other devices that is a communication medium for students to receive and return classroom assignments.

Talking calculator

A device that provides speech access to a calculator.

Large-print calculator

A calculator with large numbers on the keys to provide access for students with low vision.

Talking dictionary

An electronic device that provides a dictionary with speech access.

Audio recorders

A device for recording auditory information and listening to materials provided in audio format.

Digital players

A portable device to access digitally recorded audio books and materials.

Alternative computer access

A number of methods that allow a person with physical disabilities to use a computer, such as adapted keyboards and voice recognition technology.

Augmentative and alternative communication devices

Special communication devices for students who may have hearing disabilities or other limitations in communication. For example, some of these devices play prerecorded messages at the push of a button.

Adapted devices for daily living

A wide variety of devices adapted for use by people who are visually impaired, including measuring devices, kitchen utensils, games and toys, and writing aids.

Accommodations and Modification to the Educational Environment

Students who are visually impaired often cannot perceive information directly from their environment, but accommodations and modifications help them do so. Something as simple as the flexibility to sit closer to the chalkboard may meet your child's needs, or it could be necessary to alter the physical arrangement of the environment by providing additional furniture, shelving, or access to electrical outlets for the operation of specialized equipment.

The Environment

Accommodations and Modifications for Other Activities

Students with visual impairments need to be able to participate in all the educational activities their school offers, not just those that take place in the classroom. For example, Natasha, a blind high school student, is involved with her school's marching band. Special methods allow her to participate as independently as possible in the band routines and competitions.

Other Activities

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accommodations and modifications at a glance: educational accommodations for students who are blind or visually impaired

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Accommodations and Modifications at a Glance: Educational Accommodations for Students Who Are Blind or Visually Impaired

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Children who are visually impaired can do virtually all the activities and tasks that sighted children can do, but they often need to learn to do them in a different way or using different tools or materials.

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Guide for Parents in Understanding Accommodations and Modifications

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Guide for Parents in Understanding Accommodations and Modifications

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This source is great for further looking into Learning Disabilities

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A listing of websites and publications that will guide you to information on LD/ADHD, teaching, professionals in the field, disability rights and advocacy, and government agencies and resource centers.
LDA's technical publication oriented toward professionals in the field of learning disabilities. The journal is a vehicle for disseminating the most current thinking on learning disabilities and to provide information on research, practice, theory, issues, and trends regarding learning disabilities from the perspectives of varied disciplines involved in broadening the understanding of learning disabilities.

Are you a parent or teacher of a child with a learning disability? Do you have a learning disability yourself? Do you work to support individuals who do? You are not alone. This weekly podcast series from Learning Disabilities Association of America shares cutting edge information, practical solutions, and useful tips to empower individuals with learning disabilities to thrive and fully participate in today's society.

Informational booklets available online or for download. Some are also available free as printed copies from the publisher and many are also available in Spanish.

The resources listed provide a selection of websites with the latest information on teaching and learning.

A select listing of organizations that offer reliable information about learning disabilities and ADHD for parents, educators, adults and professionals.

Explore a list of select professional organizations listed in alphabetical order that also offer valuable information about learning disabilities and ADHD.

A listing of disability-related resources in each state.

A select listing of web sites offering information on disability rights and legal issues.

A select listing of government agencies and centers offering information about learning disabilities and ADHD for parents, educators, adults and professionals.

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A listing of websites and publications that will guide you to information on LD/ADHD, teaching, professionals in the field, disability rights and advocacy, and government agencies and resource centers. LDA's technical publication oriented toward professionals in the field of learning disabilities.

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Guide for Parents in Understanding Accommodations and Modifications

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Guide for Parents in Understanding Accommodations and Modifications

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This source goes over accommodations that are likely to occur when a child who has ASD is in the education system, I believe this source gives parents an understanding of what services their child may receive.

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Center for Autism Research Autism Roadmap™

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Learn about autism, including common traits, how a diagnosis is made and how this may impact autistic individuals and their families. Get the latest information on interventions and other supports to help improve quality of life across the lifespan.

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Ways Accommodations and Modifications can be Implemented in Classroom Environment

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Ways Accommodations and Modifications can be Implemented in Classroom Environment

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The following source is a list of general, behavioral and test taking accommodations and modifications

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Program accommodations and modifications are available to children who receive services under IDEA or Section 504 of the Rehabilitation Act.

General Accommodations:

Large print textbooks
Textbooks for at-home use
Additional time for assignments
A locker with adapted lock
Review of directions
Review sessions
Use of mnemonics
Have student restate information
Provision of notes or outlines
Concrete examples
Adaptive writing utensils
Support auditory presentations with visuals
Use of a study carrel
Assistance in maintaining uncluttered space
Weekly home-school communication tools (notebook, daily log, phone calls or email messages)
Peer or scribe note-taking
Space for movement or breaks
Study sheets and teacher outlines
Extra visual and verbal cues and prompts
Lab and math sheets with highlighted instructions
Graph paper to assist in organizing or lining up math problems
Use of tape recorder for lectures
Use of computers and calculators
Books on tape
Graphic organizers
Quiet corner or room to calm down and relax when anxious
Preferential seating
Alteration of the classroom arrangement
Reduction of distractions
Answers to be dictated
Hands-on activities
Use of manipulatives
No penalty for spelling errors or sloppy handwriting
Follow a routine/schedule
Alternate quiet and active time
Teach time management skills
Rest breaks
Verbal and visual cues regarding directions and staying on task
Agenda book and checklists
Daily check-in with case manager or special education teacher
Adjusted assignment timelines
Visual daily schedule
Varied reinforcement procedures
Immediate feedback
Work-in-progress check
Personalized examples

Testing and Assessment Accommodations:

Answers to be dictated
Frequent rest breaks
Additional time
Oral testing
Untimed tests
Choice of test format (multiple-choice, essay, true-false)
Alternate ways to evaluate (projects or oral presentations instead of written tests)
Accept short answers
Open-book or open-note tests
Read test and directions to student
Provide study guides prior to tests
Highlight key directions
Test in alternative site
Use of calculator or word processor
Extra credit option
Pace long-term projects
Preview test procedures
Simplified test wording; rephrased test questions and/or directions

General Modifications:

Allow outlining, instead of writing for an essay or major project
Use of alternative books or materials on the topic being studied
Computerized spell-check support
Word bank of choices for answers to test questions
Provision of calculator and/or number line for math tests
Film or video supplements in place of reading text
Reworded questions in simpler language
Projects instead of written reports
Highlighting important words or phrases in reading assignments
Modified workload or length of assignments/tests
Modified time demands
Pass/no pass option
Modified grades based on IEP

Behavior modifications:

Breaks between tasks
Cue expected behavior
Daily feedback to student
Have contingency plans
Use de-escalating strategies
Use positive reinforcement
Use proximity/touch control
Use peer supports and mentoring
Model expected behavior by adults
Have parent sign homework
Have parent sign behavior chart
Set and post class rules
Chart progress and maintain data
Related Smart Kids Links

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Examples of Accommodations & Modifications | Smart Kids

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Program accommodations and modifications are available to children who receive services under IDEA or Section 504 of the Rehabilitation Act.

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Ways Accommodations and Modifications can be Implemented in Classroom Environment

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Ways Accommodations and Modifications can be Implemented in Classroom Environment

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The following source is useful and informational for individuals who don't qualify for full special education services, however the list gives accommodations that can be used