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Visual timers

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Modifications vs Accommodations: Difference and Examples

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Modifications vs Accommodations: Difference and Examples

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https://youtu.be/X6rT2_fn4u0

This video explains the difference between modifications and accommodations. It will compare modifications vs accommodations by describing how each relates to a student's education. Examples of modifications and examples of accommodations are given to further understand the difference between the two.

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Modifications vs Accommodations: Difference and Examples

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Accommodations for the General Education Classroom 

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Accommodations for the General Education Classroom 

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The textbook states: (pg. 92)

- Change the setting. Give instructions or tests in a separate room, in a carrel, or in a small group.
- Change the scheduling. Extend the time and the breaks for testing and instruction.
- Change the type of presentation. Use large print; give verbal directions instead of written directions or tape-record the directions.
- Change the expectations for response. Have students answer questions orally or point to the answer; students can mark in a booklet instead of on an answer sheet.

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504 Accommodations in Schools - FindLaw

What Are “Reasonable Accommodations”?

Section 504 requires schools to make “reasonable accommodations” to help people with disabilities perform effectively. Under Section 504, schools may not ban or refuse to allow a student to participate in activities without making any reasonable effort to accommodate the student.

Examples of reasonable 504 accommodations may include:

Allowing a student in a wheelchair to leave the classroom a few minutes early to account for longer passing time

Providing a student who is visually impaired books with larger print to keep up with schoolwork

Allowing a person with ADD or other learning disabilities extra time for test taking

Providing a student with low-distraction work areas

Preparing a student for upcoming changes in routine

Allowing a student with hyperactivity to keep a small object in their desk to manipulate quietly

It's important to note that it is the teacher’s responsibility to quietly and discreetly provide a student’s accommodation without drawing undue attention to the student.

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Sometimes students with certain mental and physical disabilities do not qualify as disabled under traditional state or federal laws. But they may still need accommodations to succeed fully in school.

Section 504 of the Rehabilitation Act of 1973 is a federal law that bans discrimination against people with disabilities. In the school setting, "504 accommodations" refer to simple, inexpensive changes a school must take to allow students with disabilities the chance to succeed in a classroom setting.

While Section 504 does not require schools to provide individualized educational programs (IEP) -- like those required under the Individuals with Disabilities Education Act (IDEA) -- it is a federal law that schools are expected to follow.

What Constitutes a "Disability"?

According to Section 504, a student is said to have a disability if the student has "a physical or mental impairment which substantially limits one or more major life activities, has a record of such impairment, or is regarded as having such an impairment."

This may include a broad range of disabilities - including Attention Deficit Disorder (ADD), epilepsy, food allergies, dwarfism, bipolar disease, and many more. Under these circumstances, schools may not ban or prevent students from obtaining the full benefits of a solid education based on a student's disability and reasonable request for accommodations.

What Are "Reasonable Accommodations"?

Section 504 requires schools to make "reasonable accommodations" to help people with disabilities perform effectively. Under Section 504, schools may not ban or refuse to allow a student to participate in activities without making any reasonable effort to accommodate the student.

Examples of reasonable 504 accommodations may include:

Allowing a student in a wheelchair to leave the classroom a few minutes early to account for longer passing time

Providing a student who is visually impaired books with larger print to keep up with schoolwork

Allowing a person with ADD or other learning disabilities extra time for test taking

Providing a student with low-distraction work areas

Preparing a student for upcoming changes in routine

Allowing a student with hyperactivity to keep a small object in their desk to manipulate quietly

It's important to note that it is the teacher's responsibility to quietly and discreetly provide a student's accommodation without drawing undue attention to the student.

How to Request Reasonable 504 Accommodations

Public schools are generally required to have a designated 504 coordinator. If you are a parent seeking reasonable 504 accommodations for your child, you must first locate your school's 504 coordinator and request accommodations in writing.

Your letter should detail the nature of your child's disability and suggest specfic accommodations that would work for them. The 504 coordinator should schedule a meeting with you and your child's teacher within 30 days and work toward a plan to provide the requested accommodation.

What To Do If You Are Denied Reasonable 504 Accommodations

Most states allow you to bring a claim of disability discrimination against schools that deny requests for reasonable accommodations for a child with a disability. If you are denied such reasonable accommodations, an attorney should be consulted regarding the applicable statutes of limitations and procedural requirements for bringing a claim of enforcement.

Generally, claims of enforcement are available at the federal Office of Civil rights, which has locations through your state's agency. To speak with a lawyer directly, you may wish to contact an experienced education law attorney in your area who can advise you of your specific rights.

For a detailed explanation of how 504 Accommodations laws apply to private schools, click here.

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Sometimes students with certain mental and physical disabilities do not qualify as disabled under traditional state or federal laws. But they may still need accommodations to succeed fully in school. Section 504 of the Rehabilitation Act of 1973 is a federal law that bans discrimination against people with disabilities.

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ACCOMMODATIONS IN THE CLASSROOM: A GUIDE TO MAKING THEM REAL

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ACCOMMODATIONS IN THE CLASSROOM: A GUIDE TO MAKING THEM REAL

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Accommodations in the Classroom: A Guide to Making Them Real (inclusiveschools.org)

This is a good resource for teacher for implementing accommodations into the classroom.

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Savvy and successful school principals certainly understand the value of keeping it real. In a recent training, Stetson and Associates offered a wide array of examples and practical applications. Each recommendation was designed to help teachers interpret how vital accommodations can realistically happen based on the Individual Education Programs (IEPs) of their students.

For many teachers, just the sheer number of accommodations recommended in a student's IEP can be daunting, with so much information to juggle that they don't always have a concrete idea of what these accommodations will actually look like in their classrooms. The following guide breaks down a typical list of middle school accommodations using helpful tools on how to practically implement each one. Many of the listed accommodations are tied with valuable skills all teachers could include in their instructional toolboxes.
Download the Examples of Instructional Accommodations Guide here
Accommodation:Checking for Understanding

Practical Applications

Use group response activities. Checking understanding with a group response means 100% compliance in responding.

Use thumbs-up, thumbs-down or thumbs to the side for an "unsure" response. Make sure students feel comfortable being honest with this method. Start with easy or personal questions such as: "I like Spring Break" or "Today is a rainy day" before moving to instructional content.

Provide whiteboards and markers for students to show understanding, such as solving a problem in math class, or adding to a list of character traits for reading comprehension.

Enlist help from athletic coaches on their best methods to check for understanding with their players. Coaches are often masterful resources.

Use response cards. Teachers ask a question, give a few seconds wait time, then ask students to "show me." Students pinch, point or flip to the correct answer. Examples:

What operation first?

What punctuation goes here?

Which branch of government?

Establish a routine of moving around the classroom as students begin their work. Ask questions such as, "Tell me the directions," or "Tell me the first thing you're going to do in this assignment." Clarify, thank and move on.

Accommodation: Verbal Prompts/Visual Cues to Maintain Focus

Practical Applications

Post learning objectives.

Post a daily agenda and check off items as they are completed.

Visually show "brain breaks" or "device breaks" in an agenda.

Appoint a student to the job of monitoring and checking off the agenda.

Project a visual timer for the entire class. Some students may benefit from the use of a personal timer such as a watch.

Accommodation: Instructions Repeated/Rephrased

Practical Applications

Teachers restate the instructions.

Post a clear visual of the instructions at the front of the classroom while restating the instructions to address both visual and auditory learners.

Accommodation:Use Agenda to Record Assignments

Practical Applications

Remind students throughout the day to complete their agendas. Be consistent to ensure success.

Instruct students to set a timer as a reminder.

Accommodation: Retake Tests/Quizzes for Higher Grade

Practical Applications

Use a variety of methods for retakes.

Consider both written and verbal responses. While monitoring testing in progress, call a student to your desk to ask them to tell you (quietly) what they know about the topic/chapter/unit. Record their verbal responses and consider these when grading their written exams.

Accommodation: Shortened Assignments

Practical Applications

Maintain the integrity of the assignment by carefully reviewing which parts can be deleted.

Make sure all standards of the full assignment are represented in the shortened version.

Accommodation: Extended Time on Assignments and Projects

Practical Applications

Establish school guidelines about what extended time means. There may be different recommendations for specific students, but "reasonable" is the keyword.

Complete required checks on student progress all along the way, especially when extended time is needed for a long-term project or assignment.

Accommodation: Multiplication Table/Calculator

Practical Applications

Understand the grade level standard and lesson objective to determine the use of multiplication tables and calculators as a student accommodation.

Know the difference between an accommodation and a modification.

Accommodation: Bathroom Breaks When Requested

Practical Applications

Monitor bathroom breaks with sensitivity regarding time and frequency.

Follow up with the nurse's office if questions or concerns arise.

Accommodation: Typing for Written Assignments

Practical Applications

Check to see if a device has been assigned to a student to replace paper and pencil.

Look into all available assistive technology options.

Accommodation: Present Examples of Work/Problems to Follow

Practical Applications

Spend time with student completing a task; ask student to complete the next one independently; check for understanding.

Show examples of successfully completed tasks or problems.

Provide rubrics to illustrate accurate completion.

Accommodation: Reminders to Slow Down and Take Time

Practical Applications

Use reminder signals.

Avoid stigma of verbal reminders.

Accommodation: Copy of Notes

Practical Applications

Make copies of class notes available prior to the lesson.

Encourage students to follow along, highlight, circle or underline as the lesson is presented.

Accommodation: Short Breaks

Practical Applications

Define parameters of extra breaks including length.

If a break is needed for behavior, allow the student to do some deep breathing for one to two minutes before resuming work.

If break is needed for focus, use a timer to keep the break short.

If needed for health reasons, ask the student and/or nurse what is needed.

Ensure the student can take a break within the classroom in an unobtrusive way.

Use alternative seating such as stools or standing desks when practical.

Accommodation: Preferential Seating

Practical Applications

Refer to the IEP for specifications on individual seating requirements and purpose.

Examples may include seating at the front of the room for vision limitations or lessening of distraction, or sitting near a door for an easier exit.

Accommodation: Break Down Larger Assignments into Smaller Parts

Practical Applications

Break large assignments into manageable pieces to help organize a student's thinking.

Help students learn how to break down their assignments into more manageable parts on their own, including checking for understanding with their teacher.

Accommodation: Additional Wait Time for Responses

Practical Applications

Develop awareness that wait time can be appropriate for all students, especially for those whose first language isn't English, students with autism, or those with any sort of communication disorder. Some introspective students may also need more time.

Remind teachers that these accommodations need to be intentional and practiced behaviors.

Accommodation: Graphic Organizers

Practical Applications

Use graphic organizers to help students organize their thinking around a concept.

Appeal to non-auditory learners by presenting information visually.

Assess student understanding through the use of graphic organizers such as maps, diagrams and charts.

The next group of accommodations all refer to testing. However, it should be noted that students should be using these same testing accommodations during regular instruction so they are proficient with them.

Testing Accommodation: Separate Setting

Ensure there is a specific designated place in the school for testing that can be monitored.

Testing Accommodation: Open Book/Notes

Be prepared to address the issue of perceived fairness arising if other students see this method in practice.

Testing Accommodation: Read Aloud

Determine what this would look like depending on student needs and requests. For example, some students ask "What word?" while others may need more, "Please read this sentence or paragraph."

Testing Accommodation: Multiplication Table/Calculator

Understand the specifics of the standard and objective being measured in the assessment, as there may be instances where this accommodation moves into the realm of modification.

Testing Accommodation: Text-to-Speech

Specify which text-to-speech technology should be used and on which devices.

Make sure students know how to use the technology and use it regularly in class.

Testing Accommodation: Scribe for Writing

Identify a scribe in each class when needed.

This accommodation is typically for students with physical limitations.

Testing Accommodation: Oral Responses

Ask students individually to come to the teacher's desk to explain verbally (quietly) what they know about the topic/chapter/unit. Record their verbal responses and consider this knowledge when grading their written exams.

Testing Accommodation: Read Aloud (Math)

Designate someone to do the reading. Ensure there is no perceived unfairness or possibility of assisting with answers.

Testing Accommodation: Extended Time

Assess whether the IEP specifically defines the length of the extension for testing.

Understand whether the extension should occur within the classroom or at another location.

Determine how this accommodation will be monitored.

When educators define successful Tier 1 instruction, many just call it "good teaching." It involves teachers knowing their students' knowledge levels and learning characteristics, then using that information to guide their instruction. Many teachers make natural accommodations within their instruction to meet individual student needs. However, extra care and consideration is required when it comes to fulfilling specific IEP requirements. Stetson and Associates has over 30 years of experience in accurately understanding those needs and helping schools meet these challenges head on.

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Accommodations in the Classroom: A Guide to Making Them Real

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Savvy and successful school principals certainly understand the value of keeping it real. In a recent training, Stetson and Associates offered a wide array of examples and practical applications. Each recommendation was designed to help teachers interpret how vital accommodations can realistically happen based on the Individual Education Programs (IEPs)...

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This video explains how accommodations remove barriers that exist for students with disabilities, in order to give them full access to their education.

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Accommodations for Students with Learning Disabilities - Child-Testing

In addition to the types of accommodations and examples listed, devices and strategies that help students to organize their time and their work can sometimes be helpful. Some examples are listed:

Organizers

Timers to keep track of time.

Highlighters to mark text

Planners for tracking assignments

Graph paper to organize math problems on paper.

Color Coding (e.g., subject areas, categorization within notes).

Study Strategies

Visualization

Retelling as soon as possible after a lecture

Putting new learning into own words as soon as possible after class—talking about learning

Organizing a study group for discussion (practice)

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Accommodations for Students with Learning Disabilities

The purpose of accommodations is to ensure equal access to the full school experience for students with dyslexia or other learning disabilities, for example: providing extended exam time, preferential seating, separate testing area, class notes, spell check, use of calculator. Accommodations are adjustments made to allow a student to demonstrate knowledge, skills, and abilities without lowering learning or performance expectations and without changing what is being measured, such as: providing text in audio-format when academic knowledge (history, biology, literature) is the target skill being measured.

Accommodations do not change the content of instruction, give students an unfair advantage, or change the skills or knowledge that a test measures. Accommodations make it possible for students with learning impairments to demonstrate their learning without being hindered by their disabilities. Appropriate accommodations need to be an integral part of the normal cycle of teaching and testing-never reserved only for periods of assessment.

Accommodations, provided for both testing and instruction, change the way students access information and demonstrate their knowledge, skills, and abilities; they do not change academic standards or expectations. Our reports include a section of detailed accommodations for the learning impaired student. These accommodations will form part of that student's IEP. Call us for more information (813)468-6528.

Classroom accommodations make it possible for students to learn and demonstrate their learning through full participation in classroom instruction.

Assessment (testing) accommodations are changes in assessment materials (e.g., large print) or procedures (e.g., extended time) that allow students to demonstrate their abilities-not their disabilities-during tests and exams. Without accommodations, an assessment may not accurately measure the knowledge and skills of a student with a learning disability (e.g., dyslexia). An accommodation does not change item or test validity.

Modifications Are Different from Accommodations
Modifications to curriculum content, homework assignments, or assessments change the nature of instruction and assessments and what students are expected to learn-but they have the advantage of allowing interaction with other students in the classroom and school. An instructional modification (i.e., homework assignments) might be assignment of math problems requiring a lower level of math knowledge-skill. A modification in curriculum content might be to teach different, lower level concepts and information (e.g., continuation of work on multiplication when other students move on to fractions). Assessment modifications might include use of a calculator on a test of math facts accuracy or text in audio-format when reading comprehension is the target skill being measured. Modifications can be allowed for both testing and instruction. If the validity of a test item or the content of instruction is affected or altered, the change is a modification-not an accommodation.

Accommodation or Modification?
Choosing between an accommodation or a modification is a decision critical for future educational choices. Modifications change instructional content and knowledge-and their assessment; accommodations do not. A student's IEP team is responsible for making formal decisions related to accommodations (or modifications, if warranted).

Choosing Accommodations Wisely and Purposefully
Each accommodation needs to be matched to the individual student's educational needs. Decide which accommodations are needed to ensure that the student is on equal footing with those who do not have a disability. Provide evidence to support choice of accommodation requests. Are the accommodations linked directly to the student's functional limitations? How? Keep in mind that the answers to these questions may not be the same for instruction and assessment.

Accommodations are only helpful if the student knows how to use them effectively.
Extra time alone rarely improves performance for students with dyslexia-or for students without learning disabilities. Not every student needs, or benefits from, extended time. Extended time provides students with time to use strategies needed to accomplish tasks inherently difficult for them (e.g., systematic decoding strategies for students with poor single word decoding skills; rereading text with complex syntax and grammar in order to comprehend). Some students, who may benefit from extended time, need to be taught how to use the extra time. Students who routinely read too fast for either accuracy or comprehension need to learn explicit word identification strategies as well as strategies for improving their reading comprehension.
Practice is the key to effective use of accommodations. Accommodations should be integrated into classroom practice before use is expected in assessment situations.
Types of Accommodations
Presentation, Response, Setting, and Timing/Scheduling are the four basic types of accommodations used during instruction and assessment.

1- Presentation accommodations allow students to access instructional materials in ways that do not require them to read standard print presented in a standard visual format:
Instruction

Verbal instructions

Repetition of instructions

Text/Instructions in audio-format

Larger print

Fewer Items per page

Visual prompts or cues (e.g., arrow pointing on page)

Highlighted text

Alternative answer sheet

Information in songs or poems (e.g., facts, definitions)

Assessment

Calculator

Speech-to-Text software

Text-to-Speech software

Electronic dictionary

Spelling checker

Grammar check.

2- Response accommodations allow students alternatives for completion of activities, assignments, and tests. Students may be permitted to demonstrate their knowledge and skills in alternate ways, or to solve or organize their work using an electronic device or organizer.

Mark answers in test book instead of on separate answer sheet

Dictate to scribe or record oral responses on audio-recorder

Record oral responses on Livescribe pen

Point to response choices

Type (keyboard) response.

3- Setting accommodations change the location in which a test or assignment is given or the conditions of the assessment setting.

Individual or small group

Reduce visual and/or auditory distractions (e.g., separate desk or location within classroom-"private office")

Distraction-free setting (separate room)

Alternative furniture arrangement

4- Timing/Scheduling accommodations change the length of time allowed for completion of a test, project, or assignment and may also change the way the time is organized (e.g., breaks):

Flexible scheduling (e.g., several sessions vs one)

Extended time

Allowing for more frequent breaks (as appropriate)

Changing order of tasks or subtests

In addition to the types of accommodations and examples listed, devices and strategies that help students to organize their time and their work can sometimes be helpful. Some examples are listed:

Organizers

Timers to keep track of time

Highlighters to mark text

Planners for tracking assignments

Graph paper to organize math problems on paper

Color Coding (e.g., subject areas, categorization within notes).

Study Strategies

Visualization

Retelling as soon as possible after a lecture

Putting new learning into own words as soon as possible after class-talking about learning

Organizing a study group for discussion (practice)

Back to RESOURCE CENTER

Dyslexia - ADHD, Autism, Gifted Testing services to all of Florida:
Bradenton - Daytona Beach - Hialeah - Kissimmee - Miami - Orlando - Parkland - Port St. Lucie - Sunrise - Cape Coral - Fort Lauderdale - Hollywood - Lakeland - Naples - Palm City - Plantation - Sarasota - Tallahassee - Clearwater - Fort Myers - Jacksonville - Land-o-Lakes - Panama City - Plant City - St. Petersburg - Tampa - Coral Springs - Gainesville - Jensen Beach - Melborne - Ocala - Pompano Beach - Port Charlotte - Stuart - West Palm Beach
Copyright © 2012 Child Testing

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Accommodations for Students with Learning Disabilities - Child-Testing

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Accommodations for Students with Learning Disabilities The purpose of accommodations is to ensure equal access to the full school experience for students with dyslexia or other learning disabilities, for example: providing extended exam time, preferential seating, separate testing area, class notes, spell check, use of calculator.

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Accommodations for Students with Learning Disabilities - Child-Testing

4- Timing/Scheduling accommodations change the length of time allowed for completion of a test, project, or assignment and may also change the way the time is organized (e.g., breaks):

Flexible scheduling (e.g., several sessions vs one)

Extended time

Allowing for more frequent breaks (as appropriate)

Changing order of tasks or subtests

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Accommodations for Students with Learning Disabilities

The purpose of accommodations is to ensure equal access to the full school experience for students with dyslexia or other learning disabilities, for example: providing extended exam time, preferential seating, separate testing area, class notes, spell check, use of calculator. Accommodations are adjustments made to allow a student to demonstrate knowledge, skills, and abilities without lowering learning or performance expectations and without changing what is being measured, such as: providing text in audio-format when academic knowledge (history, biology, literature) is the target skill being measured.

Accommodations do not change the content of instruction, give students an unfair advantage, or change the skills or knowledge that a test measures. Accommodations make it possible for students with learning impairments to demonstrate their learning without being hindered by their disabilities. Appropriate accommodations need to be an integral part of the normal cycle of teaching and testing-never reserved only for periods of assessment.

Accommodations, provided for both testing and instruction, change the way students access information and demonstrate their knowledge, skills, and abilities; they do not change academic standards or expectations. Our reports include a section of detailed accommodations for the learning impaired student. These accommodations will form part of that student's IEP. Call us for more information (813)468-6528.

Classroom accommodations make it possible for students to learn and demonstrate their learning through full participation in classroom instruction.

Assessment (testing) accommodations are changes in assessment materials (e.g., large print) or procedures (e.g., extended time) that allow students to demonstrate their abilities-not their disabilities-during tests and exams. Without accommodations, an assessment may not accurately measure the knowledge and skills of a student with a learning disability (e.g., dyslexia). An accommodation does not change item or test validity.

Modifications Are Different from Accommodations
Modifications to curriculum content, homework assignments, or assessments change the nature of instruction and assessments and what students are expected to learn-but they have the advantage of allowing interaction with other students in the classroom and school. An instructional modification (i.e., homework assignments) might be assignment of math problems requiring a lower level of math knowledge-skill. A modification in curriculum content might be to teach different, lower level concepts and information (e.g., continuation of work on multiplication when other students move on to fractions). Assessment modifications might include use of a calculator on a test of math facts accuracy or text in audio-format when reading comprehension is the target skill being measured. Modifications can be allowed for both testing and instruction. If the validity of a test item or the content of instruction is affected or altered, the change is a modification-not an accommodation.

Accommodation or Modification?
Choosing between an accommodation or a modification is a decision critical for future educational choices. Modifications change instructional content and knowledge-and their assessment; accommodations do not. A student's IEP team is responsible for making formal decisions related to accommodations (or modifications, if warranted).

Choosing Accommodations Wisely and Purposefully
Each accommodation needs to be matched to the individual student's educational needs. Decide which accommodations are needed to ensure that the student is on equal footing with those who do not have a disability. Provide evidence to support choice of accommodation requests. Are the accommodations linked directly to the student's functional limitations? How? Keep in mind that the answers to these questions may not be the same for instruction and assessment.

Accommodations are only helpful if the student knows how to use them effectively.
Extra time alone rarely improves performance for students with dyslexia-or for students without learning disabilities. Not every student needs, or benefits from, extended time. Extended time provides students with time to use strategies needed to accomplish tasks inherently difficult for them (e.g., systematic decoding strategies for students with poor single word decoding skills; rereading text with complex syntax and grammar in order to comprehend). Some students, who may benefit from extended time, need to be taught how to use the extra time. Students who routinely read too fast for either accuracy or comprehension need to learn explicit word identification strategies as well as strategies for improving their reading comprehension.
Practice is the key to effective use of accommodations. Accommodations should be integrated into classroom practice before use is expected in assessment situations.
Types of Accommodations
Presentation, Response, Setting, and Timing/Scheduling are the four basic types of accommodations used during instruction and assessment.

1- Presentation accommodations allow students to access instructional materials in ways that do not require them to read standard print presented in a standard visual format:
Instruction

Verbal instructions

Repetition of instructions

Text/Instructions in audio-format

Larger print

Fewer Items per page

Visual prompts or cues (e.g., arrow pointing on page)

Highlighted text

Alternative answer sheet

Information in songs or poems (e.g., facts, definitions)

Assessment

Calculator

Speech-to-Text software

Text-to-Speech software

Electronic dictionary

Spelling checker

Grammar check.

2- Response accommodations allow students alternatives for completion of activities, assignments, and tests. Students may be permitted to demonstrate their knowledge and skills in alternate ways, or to solve or organize their work using an electronic device or organizer.

Mark answers in test book instead of on separate answer sheet

Dictate to scribe or record oral responses on audio-recorder

Record oral responses on Livescribe pen

Point to response choices

Type (keyboard) response.

3- Setting accommodations change the location in which a test or assignment is given or the conditions of the assessment setting.

Individual or small group

Reduce visual and/or auditory distractions (e.g., separate desk or location within classroom-"private office")

Distraction-free setting (separate room)

Alternative furniture arrangement

4- Timing/Scheduling accommodations change the length of time allowed for completion of a test, project, or assignment and may also change the way the time is organized (e.g., breaks):

Flexible scheduling (e.g., several sessions vs one)

Extended time

Allowing for more frequent breaks (as appropriate)

Changing order of tasks or subtests

In addition to the types of accommodations and examples listed, devices and strategies that help students to organize their time and their work can sometimes be helpful. Some examples are listed:

Organizers

Timers to keep track of time

Highlighters to mark text

Planners for tracking assignments

Graph paper to organize math problems on paper

Color Coding (e.g., subject areas, categorization within notes).

Study Strategies

Visualization

Retelling as soon as possible after a lecture

Putting new learning into own words as soon as possible after class-talking about learning

Organizing a study group for discussion (practice)

Back to RESOURCE CENTER

Dyslexia - ADHD, Autism, Gifted Testing services to all of Florida:
Bradenton - Daytona Beach - Hialeah - Kissimmee - Miami - Orlando - Parkland - Port St. Lucie - Sunrise - Cape Coral - Fort Lauderdale - Hollywood - Lakeland - Naples - Palm City - Plantation - Sarasota - Tallahassee - Clearwater - Fort Myers - Jacksonville - Land-o-Lakes - Panama City - Plant City - St. Petersburg - Tampa - Coral Springs - Gainesville - Jensen Beach - Melborne - Ocala - Pompano Beach - Port Charlotte - Stuart - West Palm Beach
Copyright © 2012 Child Testing

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Accommodations for Students with Learning Disabilities - Child-Testing

# data[].attributes.attachment_link.description
Accommodations for Students with Learning Disabilities The purpose of accommodations is to ensure equal access to the full school experience for students with dyslexia or other learning disabilities, for example: providing extended exam time, preferential seating, separate testing area, class notes, spell check, use of calculator.

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Accommodations for Students with Learning Disabilities - Child-Testing

3– Setting accommodations change the location in which a test or assignment is given or the conditions of the assessment setting.

Individual or small group

Reduce visual and/or auditory distractions (e.g., separate desk or location within classroom—“private office”)

Distraction-free setting (separate room)

Alternative furniture arrangement

# data[].attributes.attachment_link.readable_text
Accommodations for Students with Learning Disabilities

The purpose of accommodations is to ensure equal access to the full school experience for students with dyslexia or other learning disabilities, for example: providing extended exam time, preferential seating, separate testing area, class notes, spell check, use of calculator. Accommodations are adjustments made to allow a student to demonstrate knowledge, skills, and abilities without lowering learning or performance expectations and without changing what is being measured, such as: providing text in audio-format when academic knowledge (history, biology, literature) is the target skill being measured.

Accommodations do not change the content of instruction, give students an unfair advantage, or change the skills or knowledge that a test measures. Accommodations make it possible for students with learning impairments to demonstrate their learning without being hindered by their disabilities. Appropriate accommodations need to be an integral part of the normal cycle of teaching and testing-never reserved only for periods of assessment.

Accommodations, provided for both testing and instruction, change the way students access information and demonstrate their knowledge, skills, and abilities; they do not change academic standards or expectations. Our reports include a section of detailed accommodations for the learning impaired student. These accommodations will form part of that student's IEP. Call us for more information (813)468-6528.

Classroom accommodations make it possible for students to learn and demonstrate their learning through full participation in classroom instruction.

Assessment (testing) accommodations are changes in assessment materials (e.g., large print) or procedures (e.g., extended time) that allow students to demonstrate their abilities-not their disabilities-during tests and exams. Without accommodations, an assessment may not accurately measure the knowledge and skills of a student with a learning disability (e.g., dyslexia). An accommodation does not change item or test validity.

Modifications Are Different from Accommodations
Modifications to curriculum content, homework assignments, or assessments change the nature of instruction and assessments and what students are expected to learn-but they have the advantage of allowing interaction with other students in the classroom and school. An instructional modification (i.e., homework assignments) might be assignment of math problems requiring a lower level of math knowledge-skill. A modification in curriculum content might be to teach different, lower level concepts and information (e.g., continuation of work on multiplication when other students move on to fractions). Assessment modifications might include use of a calculator on a test of math facts accuracy or text in audio-format when reading comprehension is the target skill being measured. Modifications can be allowed for both testing and instruction. If the validity of a test item or the content of instruction is affected or altered, the change is a modification-not an accommodation.

Accommodation or Modification?
Choosing between an accommodation or a modification is a decision critical for future educational choices. Modifications change instructional content and knowledge-and their assessment; accommodations do not. A student's IEP team is responsible for making formal decisions related to accommodations (or modifications, if warranted).

Choosing Accommodations Wisely and Purposefully
Each accommodation needs to be matched to the individual student's educational needs. Decide which accommodations are needed to ensure that the student is on equal footing with those who do not have a disability. Provide evidence to support choice of accommodation requests. Are the accommodations linked directly to the student's functional limitations? How? Keep in mind that the answers to these questions may not be the same for instruction and assessment.

Accommodations are only helpful if the student knows how to use them effectively.
Extra time alone rarely improves performance for students with dyslexia-or for students without learning disabilities. Not every student needs, or benefits from, extended time. Extended time provides students with time to use strategies needed to accomplish tasks inherently difficult for them (e.g., systematic decoding strategies for students with poor single word decoding skills; rereading text with complex syntax and grammar in order to comprehend). Some students, who may benefit from extended time, need to be taught how to use the extra time. Students who routinely read too fast for either accuracy or comprehension need to learn explicit word identification strategies as well as strategies for improving their reading comprehension.
Practice is the key to effective use of accommodations. Accommodations should be integrated into classroom practice before use is expected in assessment situations.
Types of Accommodations
Presentation, Response, Setting, and Timing/Scheduling are the four basic types of accommodations used during instruction and assessment.

1- Presentation accommodations allow students to access instructional materials in ways that do not require them to read standard print presented in a standard visual format:
Instruction

Verbal instructions

Repetition of instructions

Text/Instructions in audio-format

Larger print

Fewer Items per page

Visual prompts or cues (e.g., arrow pointing on page)

Highlighted text

Alternative answer sheet

Information in songs or poems (e.g., facts, definitions)

Assessment

Calculator

Speech-to-Text software

Text-to-Speech software

Electronic dictionary

Spelling checker

Grammar check.

2- Response accommodations allow students alternatives for completion of activities, assignments, and tests. Students may be permitted to demonstrate their knowledge and skills in alternate ways, or to solve or organize their work using an electronic device or organizer.

Mark answers in test book instead of on separate answer sheet

Dictate to scribe or record oral responses on audio-recorder

Record oral responses on Livescribe pen

Point to response choices

Type (keyboard) response.

3- Setting accommodations change the location in which a test or assignment is given or the conditions of the assessment setting.

Individual or small group

Reduce visual and/or auditory distractions (e.g., separate desk or location within classroom-"private office")

Distraction-free setting (separate room)

Alternative furniture arrangement

4- Timing/Scheduling accommodations change the length of time allowed for completion of a test, project, or assignment and may also change the way the time is organized (e.g., breaks):

Flexible scheduling (e.g., several sessions vs one)

Extended time

Allowing for more frequent breaks (as appropriate)

Changing order of tasks or subtests

In addition to the types of accommodations and examples listed, devices and strategies that help students to organize their time and their work can sometimes be helpful. Some examples are listed:

Organizers

Timers to keep track of time

Highlighters to mark text

Planners for tracking assignments

Graph paper to organize math problems on paper

Color Coding (e.g., subject areas, categorization within notes).

Study Strategies

Visualization

Retelling as soon as possible after a lecture

Putting new learning into own words as soon as possible after class-talking about learning

Organizing a study group for discussion (practice)

Back to RESOURCE CENTER

Dyslexia - ADHD, Autism, Gifted Testing services to all of Florida:
Bradenton - Daytona Beach - Hialeah - Kissimmee - Miami - Orlando - Parkland - Port St. Lucie - Sunrise - Cape Coral - Fort Lauderdale - Hollywood - Lakeland - Naples - Palm City - Plantation - Sarasota - Tallahassee - Clearwater - Fort Myers - Jacksonville - Land-o-Lakes - Panama City - Plant City - St. Petersburg - Tampa - Coral Springs - Gainesville - Jensen Beach - Melborne - Ocala - Pompano Beach - Port Charlotte - Stuart - West Palm Beach
Copyright © 2012 Child Testing

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Accommodations for Students with Learning Disabilities - Child-Testing

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Accommodations for Students with Learning Disabilities The purpose of accommodations is to ensure equal access to the full school experience for students with dyslexia or other learning disabilities, for example: providing extended exam time, preferential seating, separate testing area, class notes, spell check, use of calculator.

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Accommodations for Students with Learning Disabilities - Child-Testing

2- Response accommodations allow students alternatives for completion of activities, assignments, and tests. Students may be permitted to demonstrate their knowledge and skills in alternate ways, or to solve or organize their work using an electronic device or organizer.

Mark answers in test book instead of on separate answer sheet

Dictate to scribe or record oral responses on audio-recorder.

Record oral responses on Livescribe pen.

Point to response choices.

Type (keyboard) response.

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Accommodations for Students with Learning Disabilities

The purpose of accommodations is to ensure equal access to the full school experience for students with dyslexia or other learning disabilities, for example: providing extended exam time, preferential seating, separate testing area, class notes, spell check, use of calculator. Accommodations are adjustments made to allow a student to demonstrate knowledge, skills, and abilities without lowering learning or performance expectations and without changing what is being measured, such as: providing text in audio-format when academic knowledge (history, biology, literature) is the target skill being measured.

Accommodations do not change the content of instruction, give students an unfair advantage, or change the skills or knowledge that a test measures. Accommodations make it possible for students with learning impairments to demonstrate their learning without being hindered by their disabilities. Appropriate accommodations need to be an integral part of the normal cycle of teaching and testing-never reserved only for periods of assessment.

Accommodations, provided for both testing and instruction, change the way students access information and demonstrate their knowledge, skills, and abilities; they do not change academic standards or expectations. Our reports include a section of detailed accommodations for the learning impaired student. These accommodations will form part of that student's IEP. Call us for more information (813)468-6528.

Classroom accommodations make it possible for students to learn and demonstrate their learning through full participation in classroom instruction.

Assessment (testing) accommodations are changes in assessment materials (e.g., large print) or procedures (e.g., extended time) that allow students to demonstrate their abilities-not their disabilities-during tests and exams. Without accommodations, an assessment may not accurately measure the knowledge and skills of a student with a learning disability (e.g., dyslexia). An accommodation does not change item or test validity.

Modifications Are Different from Accommodations
Modifications to curriculum content, homework assignments, or assessments change the nature of instruction and assessments and what students are expected to learn-but they have the advantage of allowing interaction with other students in the classroom and school. An instructional modification (i.e., homework assignments) might be assignment of math problems requiring a lower level of math knowledge-skill. A modification in curriculum content might be to teach different, lower level concepts and information (e.g., continuation of work on multiplication when other students move on to fractions). Assessment modifications might include use of a calculator on a test of math facts accuracy or text in audio-format when reading comprehension is the target skill being measured. Modifications can be allowed for both testing and instruction. If the validity of a test item or the content of instruction is affected or altered, the change is a modification-not an accommodation.

Accommodation or Modification?
Choosing between an accommodation or a modification is a decision critical for future educational choices. Modifications change instructional content and knowledge-and their assessment; accommodations do not. A student's IEP team is responsible for making formal decisions related to accommodations (or modifications, if warranted).

Choosing Accommodations Wisely and Purposefully
Each accommodation needs to be matched to the individual student's educational needs. Decide which accommodations are needed to ensure that the student is on equal footing with those who do not have a disability. Provide evidence to support choice of accommodation requests. Are the accommodations linked directly to the student's functional limitations? How? Keep in mind that the answers to these questions may not be the same for instruction and assessment.

Accommodations are only helpful if the student knows how to use them effectively.
Extra time alone rarely improves performance for students with dyslexia-or for students without learning disabilities. Not every student needs, or benefits from, extended time. Extended time provides students with time to use strategies needed to accomplish tasks inherently difficult for them (e.g., systematic decoding strategies for students with poor single word decoding skills; rereading text with complex syntax and grammar in order to comprehend). Some students, who may benefit from extended time, need to be taught how to use the extra time. Students who routinely read too fast for either accuracy or comprehension need to learn explicit word identification strategies as well as strategies for improving their reading comprehension.
Practice is the key to effective use of accommodations. Accommodations should be integrated into classroom practice before use is expected in assessment situations.
Types of Accommodations
Presentation, Response, Setting, and Timing/Scheduling are the four basic types of accommodations used during instruction and assessment.

1- Presentation accommodations allow students to access instructional materials in ways that do not require them to read standard print presented in a standard visual format:
Instruction

Verbal instructions

Repetition of instructions

Text/Instructions in audio-format

Larger print

Fewer Items per page

Visual prompts or cues (e.g., arrow pointing on page)

Highlighted text

Alternative answer sheet

Information in songs or poems (e.g., facts, definitions)

Assessment

Calculator

Speech-to-Text software

Text-to-Speech software

Electronic dictionary

Spelling checker

Grammar check.

2- Response accommodations allow students alternatives for completion of activities, assignments, and tests. Students may be permitted to demonstrate their knowledge and skills in alternate ways, or to solve or organize their work using an electronic device or organizer.

Mark answers in test book instead of on separate answer sheet

Dictate to scribe or record oral responses on audio-recorder

Record oral responses on Livescribe pen

Point to response choices

Type (keyboard) response.

3- Setting accommodations change the location in which a test or assignment is given or the conditions of the assessment setting.

Individual or small group

Reduce visual and/or auditory distractions (e.g., separate desk or location within classroom-"private office")

Distraction-free setting (separate room)

Alternative furniture arrangement

4- Timing/Scheduling accommodations change the length of time allowed for completion of a test, project, or assignment and may also change the way the time is organized (e.g., breaks):

Flexible scheduling (e.g., several sessions vs one)

Extended time

Allowing for more frequent breaks (as appropriate)

Changing order of tasks or subtests

In addition to the types of accommodations and examples listed, devices and strategies that help students to organize their time and their work can sometimes be helpful. Some examples are listed:

Organizers

Timers to keep track of time

Highlighters to mark text

Planners for tracking assignments

Graph paper to organize math problems on paper

Color Coding (e.g., subject areas, categorization within notes).

Study Strategies

Visualization

Retelling as soon as possible after a lecture

Putting new learning into own words as soon as possible after class-talking about learning

Organizing a study group for discussion (practice)

Back to RESOURCE CENTER

Dyslexia - ADHD, Autism, Gifted Testing services to all of Florida:
Bradenton - Daytona Beach - Hialeah - Kissimmee - Miami - Orlando - Parkland - Port St. Lucie - Sunrise - Cape Coral - Fort Lauderdale - Hollywood - Lakeland - Naples - Palm City - Plantation - Sarasota - Tallahassee - Clearwater - Fort Myers - Jacksonville - Land-o-Lakes - Panama City - Plant City - St. Petersburg - Tampa - Coral Springs - Gainesville - Jensen Beach - Melborne - Ocala - Pompano Beach - Port Charlotte - Stuart - West Palm Beach
Copyright © 2012 Child Testing

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Accommodations for Students with Learning Disabilities - Child-Testing

# data[].attributes.attachment_link.description
Accommodations for Students with Learning Disabilities The purpose of accommodations is to ensure equal access to the full school experience for students with dyslexia or other learning disabilities, for example: providing extended exam time, preferential seating, separate testing area, class notes, spell check, use of calculator.

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Definition- Refers to adjustments within a general education program to meet the needs of students with disabilities. Required under Section 504 of the Rehabilitation Act and IDEA.

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Using Accommodations and Modifications in the Classroom: A Teacher’s Guide | Understood

Accommodations and modifications are not the same thing. An accommodation changes how students access and learn the same material as their peers — without lowering the academic expectations. A modification changes what students are taught or expected to learn.

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Using Accommodations and Modifications in the Classroom: A Teacher’s Guide

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Learn how to use and keep track of accommodations and modifications for students in your class. Explore strategies for implementing classroom accommodations.

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How does a child receive accommodations?

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How does a child receive accommodations?

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According to Accommodations for Students with LD | LD OnLine, "Once a child has been formally identified with a learning disability, the child or parent may request accommodations for that child’s specific needs. The Individuals with Disabilities Education Act states that a child’s IEP (Individualized Education Program) team — which both parent and child are a part of — must decide which accommodations are appropriate for him or her. Any appropriate accommodations should be written into a student’s IEP."

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What are accommodations?

Accommodations are alterations in the way tasks are presented that allow children with learning disabilities to complete the same assignments as other students. Accommodations do not alter the content of assignments, give students an unfair advantage or in the case of assessments, change what a test measures. They do make it possible for students with LD to show what they know without being impeded by their disability.

How does a child receive accommodations?

Once a child has been formally identified with a learning disability, the child or parent may request accommodations for that child's specific needs. The Individuals with Disabilities Education Act states that a child's IEP (Individualized Education Program) team - which both parent and child are a part of - must decide which accommodations are appropriate for him or her. Any appropriate accommodations should be written into a student's IEP.

Here are some examples of possible accommodations for an IEP team to consider, broken into six categories:

Presentation:

Provide on audio tape

Provide in large print

Reduce number of items per page or line

Provide a designated reader

Present instructions orally

Response:

Allow for verbal responses

Allow for answers to be dictated to a scribe

Allow the use of a tape recorder to capture responses

Permit responses to be given via computer

Permit answers to be recorded directly into test booklet

Timing:

Allow frequent breaks

Extend allotted time for a test

Setting:

Provide preferential seating

Provide special lighting or acoustics

Provide a space with minimal distractions

Administer a test in small group setting

Administer a test in private room or alternative test site

Test Scheduling

Administer a test in several timed sessions or over several days

Allow subtests to be taken in a different order

Administer a test at a specific time of day

Other

Provide special test preparation

Provide on-task/focusing prompts

Provide any reasonable accommodation that a student needs that does not fit under the existing categories

Should accommodations have an impact on how assignments are graded?

School assignments and tests completed with accommodations should be graded the same way as those completed without accommodations. After all, accommodations are meant to "level the playing field," provide equal and ready access to the task at hand, and not meant to provide an undue advantage to the user.

What if accommodations don't seem to be helping?

Selecting and monitoring the effectiveness of accommodations should be an ongoing process, and changes (with involvement of students, parents and educators) should be made as often as needed. The key is to be sure that chosen accommodations address students' specific areas of need and facilitate the demonstration of skill and knowledge.

To find specific technology for particular accommodations, go to Tech Matrix . Choose a subject area and /or a learning support need. The matrix will generate a list of products to consider.

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individuals with disabilities education act

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The National Center for Learning Disabilities presents examples of accommodations that allow students with learning disabilities to show what they know without giving them an unfair advantage. Accommodations are divided into the following categories: how information is presented to the student, how the student can respond, timing of tests and lessons, the learning environment, and test scheduling.

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Should Accommodations have an impact on how assignments are graded? 

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Should Accommodations have an impact on how assignments are graded? 

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Accommodations for Students with LD | Reading Rockets

School assignments and tests completed with accommodations should be graded the same way as those completed without accommodations. After all, accommodations are meant to "level the playing field," provide equal and ready access to the task at hand, and not meant to provide an undue advantage to the user.

# data[].attributes.attachment_link.description
The National Center for Learning Disabilities presents examples of accommodations that allow students with learning disabilities to show what they know without giving them an unfair advantage. Accommodations are divided into the following categories: how information is presented to the student, how…

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Accommodations for Students with Learning Disabilities - Child-Testing

Presentation, Response, Setting, and Timing/Scheduling are the four basic types of accommodations used during instruction and assessment.

1- Presentation accommodations allow students to access instructional materials in ways that do not require them to read standard print presented in a standard visual format:

Instruction

Verbal instructions

Repetition of instructions

Text/Instructions in audio-format

Larger print

Fewer Items per page

Visual prompts or cues (e.g., arrow pointing on page)

Highlighted text

Alternative answer sheet

Information in songs or poems (e.g., facts, definitions)

Assessment

Calculator

Speech-to-Text software

Text-to-Speech software

Electronic dictionary

Spelling checker

Grammar check.

# data[].attributes.attachment_link.readable_text
Accommodations for Students with Learning Disabilities

The purpose of accommodations is to ensure equal access to the full school experience for students with dyslexia or other learning disabilities, for example: providing extended exam time, preferential seating, separate testing area, class notes, spell check, use of calculator. Accommodations are adjustments made to allow a student to demonstrate knowledge, skills, and abilities without lowering learning or performance expectations and without changing what is being measured, such as: providing text in audio-format when academic knowledge (history, biology, literature) is the target skill being measured.

Accommodations do not change the content of instruction, give students an unfair advantage, or change the skills or knowledge that a test measures. Accommodations make it possible for students with learning impairments to demonstrate their learning without being hindered by their disabilities. Appropriate accommodations need to be an integral part of the normal cycle of teaching and testing-never reserved only for periods of assessment.

Accommodations, provided for both testing and instruction, change the way students access information and demonstrate their knowledge, skills, and abilities; they do not change academic standards or expectations. Our reports include a section of detailed accommodations for the learning impaired student. These accommodations will form part of that student's IEP. Call us for more information (813)468-6528.

Classroom accommodations make it possible for students to learn and demonstrate their learning through full participation in classroom instruction.

Assessment (testing) accommodations are changes in assessment materials (e.g., large print) or procedures (e.g., extended time) that allow students to demonstrate their abilities-not their disabilities-during tests and exams. Without accommodations, an assessment may not accurately measure the knowledge and skills of a student with a learning disability (e.g., dyslexia). An accommodation does not change item or test validity.

Modifications Are Different from Accommodations
Modifications to curriculum content, homework assignments, or assessments change the nature of instruction and assessments and what students are expected to learn-but they have the advantage of allowing interaction with other students in the classroom and school. An instructional modification (i.e., homework assignments) might be assignment of math problems requiring a lower level of math knowledge-skill. A modification in curriculum content might be to teach different, lower level concepts and information (e.g., continuation of work on multiplication when other students move on to fractions). Assessment modifications might include use of a calculator on a test of math facts accuracy or text in audio-format when reading comprehension is the target skill being measured. Modifications can be allowed for both testing and instruction. If the validity of a test item or the content of instruction is affected or altered, the change is a modification-not an accommodation.

Accommodation or Modification?
Choosing between an accommodation or a modification is a decision critical for future educational choices. Modifications change instructional content and knowledge-and their assessment; accommodations do not. A student's IEP team is responsible for making formal decisions related to accommodations (or modifications, if warranted).

Choosing Accommodations Wisely and Purposefully
Each accommodation needs to be matched to the individual student's educational needs. Decide which accommodations are needed to ensure that the student is on equal footing with those who do not have a disability. Provide evidence to support choice of accommodation requests. Are the accommodations linked directly to the student's functional limitations? How? Keep in mind that the answers to these questions may not be the same for instruction and assessment.

Accommodations are only helpful if the student knows how to use them effectively.
Extra time alone rarely improves performance for students with dyslexia-or for students without learning disabilities. Not every student needs, or benefits from, extended time. Extended time provides students with time to use strategies needed to accomplish tasks inherently difficult for them (e.g., systematic decoding strategies for students with poor single word decoding skills; rereading text with complex syntax and grammar in order to comprehend). Some students, who may benefit from extended time, need to be taught how to use the extra time. Students who routinely read too fast for either accuracy or comprehension need to learn explicit word identification strategies as well as strategies for improving their reading comprehension.
Practice is the key to effective use of accommodations. Accommodations should be integrated into classroom practice before use is expected in assessment situations.
Types of Accommodations
Presentation, Response, Setting, and Timing/Scheduling are the four basic types of accommodations used during instruction and assessment.

1- Presentation accommodations allow students to access instructional materials in ways that do not require them to read standard print presented in a standard visual format:
Instruction

Verbal instructions

Repetition of instructions

Text/Instructions in audio-format

Larger print

Fewer Items per page

Visual prompts or cues (e.g., arrow pointing on page)

Highlighted text

Alternative answer sheet

Information in songs or poems (e.g., facts, definitions)

Assessment

Calculator

Speech-to-Text software

Text-to-Speech software

Electronic dictionary

Spelling checker

Grammar check.

2- Response accommodations allow students alternatives for completion of activities, assignments, and tests. Students may be permitted to demonstrate their knowledge and skills in alternate ways, or to solve or organize their work using an electronic device or organizer.

Mark answers in test book instead of on separate answer sheet

Dictate to scribe or record oral responses on audio-recorder

Record oral responses on Livescribe pen

Point to response choices

Type (keyboard) response.

3- Setting accommodations change the location in which a test or assignment is given or the conditions of the assessment setting.

Individual or small group

Reduce visual and/or auditory distractions (e.g., separate desk or location within classroom-"private office")

Distraction-free setting (separate room)

Alternative furniture arrangement

4- Timing/Scheduling accommodations change the length of time allowed for completion of a test, project, or assignment and may also change the way the time is organized (e.g., breaks):

Flexible scheduling (e.g., several sessions vs one)

Extended time

Allowing for more frequent breaks (as appropriate)

Changing order of tasks or subtests

In addition to the types of accommodations and examples listed, devices and strategies that help students to organize their time and their work can sometimes be helpful. Some examples are listed:

Organizers

Timers to keep track of time

Highlighters to mark text

Planners for tracking assignments

Graph paper to organize math problems on paper

Color Coding (e.g., subject areas, categorization within notes).

Study Strategies

Visualization

Retelling as soon as possible after a lecture

Putting new learning into own words as soon as possible after class-talking about learning

Organizing a study group for discussion (practice)

Back to RESOURCE CENTER

Dyslexia - ADHD, Autism, Gifted Testing services to all of Florida:
Bradenton - Daytona Beach - Hialeah - Kissimmee - Miami - Orlando - Parkland - Port St. Lucie - Sunrise - Cape Coral - Fort Lauderdale - Hollywood - Lakeland - Naples - Palm City - Plantation - Sarasota - Tallahassee - Clearwater - Fort Myers - Jacksonville - Land-o-Lakes - Panama City - Plant City - St. Petersburg - Tampa - Coral Springs - Gainesville - Jensen Beach - Melborne - Ocala - Pompano Beach - Port Charlotte - Stuart - West Palm Beach
Copyright © 2012 Child Testing

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Accommodations for Students with Learning Disabilities - Child-Testing

# data[].attributes.attachment_link.description
Accommodations for Students with Learning Disabilities The purpose of accommodations is to ensure equal access to the full school experience for students with dyslexia or other learning disabilities, for example: providing extended exam time, preferential seating, separate testing area, class notes, spell check, use of calculator.

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Functional limitations that may require accommodations

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Functional limitations that may require accommodations

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Academic Accommodations for Students with Learning Disabilities | DO-IT (washington.edu)

Described below are some of the functional limitations that may require accommodations. A student with a learning disability may have one or more of these limitations.

Auditory perception and processing

—the student may have difficulty processing information communicated through lectures or class discussions. They may have difficulty distinguishing subtle differences in sound or knowing which sounds to attend to.

Visual perception and processing

—the student may have difficulty distinguishing subtle differences in shape (e.g., the letters b and d), deciding what images to focus on when multiple images are present, skip words or repeat sections when reading, or misjudge depth or distance. They may have difficulty processing information communicated via overhead projection, through video, in graphs and charts, by email, or within web-based distance learning courses.

Information processing speed

—the student may process auditory and visual information more slowly than the average person. They may be a slow reader because of the need for additional time to decode and comprehend written material.

Abstract reasoning

—the student may have difficulty understanding the context of subjects such as philosophy and logic, which require high level reasoning skills.

Memory (long-term, short-term)

—the student may have difficulty with the storing or recalling of information during short or long time periods.

Spoken and written language

—the student may have difficulty with spelling (e.g., mixing up letters) or with speaking (e.g., reversing words or phrases).

Mathematical calculation

—the student may have difficulty manipulating numbers, may sometimes invert numbers, and may have difficulty converting problems described in words to mathematical expressions.

Executive functioning (planning and time management)

—the student may have difficulty breaking larger projects into smaller sub-projects, creating and following a timeline, and meeting deadlines.