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Definition: Allow students to complete assignments or assessments through ways other than typical verbal or written responses.

Example:

Speech-to-text software

Orally dictate responses (using a scribe or digital recorder)

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Definition: Allow for a change in the environment or in how the environment is structured

Example:
Student receives preferred seating in a low-distraction environment (close to teacher, away from door and windows), & Testing in a separate location

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Definition: Allow for changes to when and how long students have to complete assignments or assessments and Allowing assignments to be broken down into smaller sections.

Example: Student will receive extra time to complete assignments, Frequent breaks and Shorter testing sessions

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Definition:Visual impairment, also known as vision impairment or vision loss, is a decreased ability to see to a degree that causes problems not fixable by usual means, such as glasses. Some also include those who have a decreased ability to see because they do not have access to glasses or contact lenses.

Example: A student with astigmatism or childhood blindness could have books in braille (or on tape), preferential seating, scribing or oral testing.

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Definition: Attention Deficit Hyperactivity Disorder is a condition where an individual experiences differences in brain development/activity that impacts attention, ability to sit still, and ability to use self-control; this can impact school performance, behaviors, and interpersonal relationships.

Accommodations:
1. Flexible seating
2. Frequent breaks
3. Break tasks into manageable parts
4. Visible schedule
5. Visible timer
6. Frequent check-ins
7. Multi-modal strategies for teaching & assessment
8. Movement breaks
9. Extended time for major assignments
10. Positive feedback on target behavior

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There are a variety of accommodations and adaptations available for students to use when engaging in standardized testing. This is a list of potential MCAS 2.0 accommodations for students:

http://www.doe.mass.edu/mcas/accessibility/manual.docx

This list includes universal accessibility features that are available to all students, regardless of disability status. These features include a highlighter tool for the test, having general instructions read aloud, and receiving teacher redirection prompts as listed.

Designated accessibility features are available to any student, regardless of disability status, if approved by the principal. These features include an alternative testing area, monitored breaks, and having the test proctored by a familiar person.

Students with diagnosed disabilities have access to a variety of specialized accommodations in the areas of presentation of materials and response to questions. Some accommodations in these areas include the use of text-to-speech technology, having a person read the questions aloud to the student, and being able to utilize approved graphic organizers.

Lastly, there are accommodations available to students with severe disabilities, including the use of a scribe, a calculator, or spell checker on the MCAS exam.

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Definition: Fine motor skill that enables students to record their thoughts
Accommodations:
-pencil grip
-typing
-different paper  (raised line paper, double lined, graph paper)
-scribe
-oral presentation of information
-tracing paper

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Definition:  Affects a person's ability to understand numbers and compute math facts.
Accommodations:
- manipulatives (base ten blocks, counters, white boards, hundreds chart)
- concrete examples, examples in real life
- drawing pictures to represent problems
- extra space on worksheets/assignments
- graph paper for organization

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Form of communication through written expression, requires the ability to use pen, pencil or keyboard, organization and clarification, knowledge of syntax and vocabulary, and be able to do all of these at the same time.
-Graphic organizers
-Speech to text
-Scribe
-Vocabulary supports
-Word banks
-Sentence stems
-Sentence starters/frames
-Highlighters
-Guided brainstorming
-Partner writing
-Peer review
-Mentor text
- Direct instruction on different types of writing, purposes of writing, writing elements, writing structure.

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Definition: Ability to read with speed, accuracy, and proper expression
Accommodations:
-  exposure and opportunities to read repetitive texts at the students independent reading level
- Opportunities to record and listen to their fluency to track progress, make adjustments, create a fluency goal
- Reader's Theatre
- Provide large print page
- Annotate text to indicate where expression, tone, volume is included
- direct instruction in recognizing and reading punctuation

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A mental skill set, that includes working memory, flexible thinking, self awareness, inhibition, self-motivation, and planning.

Accommodations include:
maintaining daily routines
step-by-step instructions
check-ins
breaking all tasks down into steps and organizational frames (graphic organizers)
assignment notebook use
grade based on completed work

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What is it?
- difficulty with retrieval of learned information in future situations
- (student may learn information adequately, but may have difficulty in the future when retrieving that information)

Accommodations
- limit amount of information to be learned during instructional lesson
- provide "cheat sheets"
- allow calculator for math recall/facts
- access to peer helper
- open-book tests
- various test formats that require recognition (multiple choice, matching, fill-in with word bank) over test formats that require recall
- write info on board
- visual and written directions
- limit length of oral directions
- written lists of tasks
- free access to ask questions
- when grading, emphasize comprehension of concepts
- provide daily planner with breakdown of long-term assignments
- check in with student to ensure comprehension of ideas and directions

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Definition:
An emotional disorder characterized by excesses, deficits, or disturbances of behavior. Difficulties are emotionally-based.

Accommodations:
1. Building consistent rules, routines, and predictability into the daily expectations
2. Explicit and simple expectations
3. Explicit instruction on expectations
4. Incorporating social-emotional learning into the curriculum
5. Allow frequent breaks
6. Allow breaks for longer tasks
7. Use of extended time for major and minor assignments
8. Use student preferences and interests to increase motivation
9. Frequent positive incentives or reinforcement
10. Redirection requires a calm, even tone of voice

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short term memory is the capacity for holding, but not manipulating, a small amount of information for a short amount of time (10-60 seconds)
Accommodations include:
mnemonics
rote-practice exercises
hands-on learning
choice in pacing
use of multiple formats
include handouts with visuals
teach active reading strategies
direct and explicit teaching
use of acronyms
make learning active (i.e. use of music/ rhyme/ movement)
ustilize lists, stories (personalize and contextualize information): relate to "real world"
use game format to engage
chunk information
categorize information

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Definition: Processing speed is a cognitive ability that could be defined as the time it takes a person to do a mental task

Accommodations:
Simplified language for directions
Visual cues
Repetition of directions
Break tasks into manageable chunks
Preview and review content
Graphic organizers
Modeling of instruction
Redirect student's attention to task
Frequent check ins to ensure comprehension
Provide visual checklist for step by step instruction
Consistent and predictable schedule

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Definition:
Language disorders or language impairments are disorders that involve the processing of linguistic information. Problems that may be experienced can involve grammar (syntax and/or morphology), semantics (meaning), or other aspects of language.

Accommodations:
Provide multiple opportunities to communicate

Provide multiple modes of communication

Modeling appropriate language

Simplified directions

Assignments broken down in reasonable chunks

Repetition of directions

Preview content

Scribe at student request

Graphic Organizers

Read aloud

Additional time to complete assignments

Frequent supervised breaks

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Reading Comprehension is the process of meaning construction of any given text. The process includes decoding the words in the text and accessing/utilizing background knowledge to understand an author's message for writing.

Reading comprehension can be impacted by an array of factors such as:
- word identification
- knowledge of language and text structures and genres
- knowledge of strategies
- quality of reading material

Examples of Accommodations:
- Word lists
- Highlighting tool
- Audiobooks
- Extended time
- Preteaching
- Guided notes
- Access to digital forms of text
- Less text on a page or chunked portions
- Graphic organizers

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Definition: A deficiency in amount or quality of spelling abilities
Accommodation: Dictionary, spell-check, extended time, text to speech.

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Definition: When someone is listening, they are both hearing what others are saying as well as trying to understand what it means.
The ability of listening involves complex effective, cognitive, and behavioral processes.

Examples of this accommodation include:
-  Use visual cues to secure the student’s attention when beginning to give directions or reading aloud.
-  Ask the student to rephrase directions in his/her own words to ensure understanding prior to beginning a task.
- Always give directions in a written, as well as oral format.
- Keep directions concise and simple.

https://www.superduperinc.com/handouts/pdf/85_Listening_Disabilities.pdf

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Definition: a decreased ability to see to a degree that causes problems not fixable by usual means, such as glasses
Accommodations: Flexible seating, augmented tech (high and low) Larger paper + print, assertive tech (electronic magnifiers), extended time.

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Definition: Students with listening impairments have partial to total hearing loss.

Accommodations:
1. Using visuals/visual timers
2. Sign language
3. Intentional physical placement
4. Preferential seating
5. Voice amplifiers
6. Sound blocking
7. Chair buffers/tennis balls
8. Noise-reducing headphones
9. Multi-modal instructions
10. Frequent check-ins for understanding

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Definition: the ability to think flexibly and problem solve.

Examples of Accommodations for Students Who Have Difficulties in Fluid Reasoning:

· Explicitly teach multiple approaches to solving problems.

· Provide opportunities to sort, classify, and categorize information needed to solve a problem or go about an academic task.

· Use teacher demonstrations of think-aloud procedures to show multiple ways of solving problems and going about tasks.

· Make use of graphic organizers and problem solving planners to help assist the integration of visual and verbal information needed to solve a problem.

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Definition:
A developmental disorder of variable severity that is characterized by difficulty in social interactions and communication and by restricted or repetitive thoughts or patterns of behavior.

Accommodations:
1. Using sensory materials
2. Incorporating materials that provide sensory input during instruction
3. Frequent breaks
4. Explicit and visual schedules that include daily routines, predictability, and transitions
5. Positive reinforcement
6. Communication devices as needed
7. Designated space (room or building) to de-escalate
8. Allow use of noise-canceling headphones, use of regular headphones, or use of earplugs
9. Narrating "signals" of daily routine changes
10. Multi-modal instruction & assessment - providing choice, extended time, and various means of assessment
11. Use of social stories or social skill instruction