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Accommodations and Techniques for students with learning disabilities.

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Accommodations and Techniques for students with learning disabilities.

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List some ways in how to aid students with specific learning disabilities learn more effectively at home or at school.

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Learning Disabilities Association of America

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While the majority of a student's program should be as closely aligned with the general education curriculum as possible, some accommodations and modifications may be necessary. Listed below are some suggested ways to aid students with specific learning disabilities (SLD) learn more effectively at home or at school. Selection from these and other possibilities must be based on the individual needs of each child.
Information and ideas from a multidisciplinary team, including the parents and student, are important for developing an Individualized Education Program (IEP) that meets the unique needs of each student with learning disabilities. A carefully developed multidisciplinary approach will make classroom instruction meaningful for students.

1. For some students who read slowly or with difficulty, a "read-along" technique may be used with taped texts and materials to allow learning of printed materials.

2. For students with memory problems or difficulty taking notes, a fellow student might share notes; the student might tape the lesson; or the teacher might provide a copy of the lesson outline.

3. For students who read below expected levels, educational videos and films or talking books can provide the general information that cannot be acquired from the printed page.

4. For students with short term memory problems (e.g., understand math processes, but have short term memory problems that interfere with remembering math facts), a table of facts or a calculator could be provided.

5. For students whose handwriting is slow, illegible or includes many reversed letters, a cassette recorder or a computer with word processing software could be used for written work or tests.

6. For students who have difficulty with spelling, a "misspeller's dictionary" or computerized spell checker can help make written materials readable.

7. For students who have difficulty reading cursive, small, or crowded print, typed handouts, large print, or double spaced materials can help.

8. To develop memory and listening skills, poetry, rhymes, songs, audio-taped materials and mnemonics may improve performance.

9. To teach spelling, the teacher might use a multi-sensory approach that combines saying, spelling aloud, and writing words.

10. Ways to improve vocabulary and comprehension can include a student-developed file of vocabulary words and the use of word webs and visual organizers to relate words and ideas heard or read on paper. A dictionary or thesaurus, suited to the child's learning level, is also an excellent tool for building vocabulary, spelling and reading comprehension.

11. For students who have difficulty organizing time, materials and information, a variety of approaches can be used, including:

a quiet, uncluttered homework space

alarm watch

purchased texts that can be marked with a highlighter

a homework assignment diary coordinated between home and school

study skills instruction

a personally-developed date-book or scheduler

12. For students who copy inaccurately, but need written practice to solidify learning, changes that may help include: leaving a space directly under each word, phrase or sentence, or having handouts on the desk for those who can't copy from the blackboard or take dictation accurately. For left-handed students, place the list of words at the right margin. For students whose writing is large, provide enlarged spaces for "fill in the blank" activities.

13. For students who seem to process auditory information slowly (e.g., not fully understanding questions asked, recalling needed information, or forming an appropriate answer), be patient. Allow sufficient "wait-time for the answer or provide the questions in written form.

14. Oral and written language should be taught together as much as possible. Illustrations in a book being read should be used to generate conversation, vocabulary and concepts that will relate to what is to be read. Material that is read can be translated into a verbal summary, a word web, a visual organizer, or a computer presentation.

15. Students who find reading slow and difficult may benefit from supplementing the subject matter being read with video tapes, DVDs, captioned TV programs, or computer software.

More on Reading

Since reading is central to learning, children who do not learn to read by the second grade are likely to struggle with learning throughout their lives. Reading assessment should include skill levels in decoding, fluency and comprehension.

As children learn to read, they learn how spoken and written language relate to each other. Thus, the components of a reading program must also relate to one another, engage all children and meet their individual needs. Reading activities may include:

Listening to good stories and books, appropriate to the child's age, read aloud daily

Language games that encourage identification of rhyming words and creation of rhymes

Instruction and practice in phonemic awareness, alphabetic knowledge, alphabetic principles, decoding strategies, vocabulary acquisition, fluency and comprehension

Additional reading instruction in a small group or tutoring setting

Before/after school and summer school classes

Teaching Mathematics

Theories on mathematics disabilities view spatial visualization and verbal skills as critical. These two skill areas are important for anyone learning mathematics, but are especially important for students with learning disabilities. These areas should be heavily emphasized in the teaching and remediation of mathematical concepts and skills.

An individualized education program in mathematics would concentrate on developing concepts and skills within such strands as: numeration, geometry, measurement, collection and interpretation of data, estimation/mental computations, patterns and relations and word problems/applications. Concepts are best introduced with "hands-on" concrete materials. Knowing one-digit facts is important, but work with paper and pencil algorithms should not be emphasized, since calculations can be done with calculators if memory or sequencing is a problem.

Estimation strategies are often taught as mental computations skills are developed. Students should be encouraged to draw illustrations and representations whenever possible. They should consistently discuss, read and write as they solve more complex computational and word problems. For students with learning disabilities, confidence in the practical applications of mathematics to everyday life is also very important.

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Accommodations, Techniques and Aids For Learning

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While the majority of a student's program should be as closely aligned with the general education curriculum as possible, some accommodations and modifications may be necessary. Listed below are some suggested ways to aid students with specific learning disabilities (SLD) learn more effectively at home or at school.

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Accommodations for students with visual impairment. 

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Accommodations for students with visual impairment. 

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Provides teachers with a list of the student;s Unique Visual Needs.

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Teaching Students with Visual Impairments

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By: Carmen Willings
teachingvisuallyimpaired.com
​Updated March 13, 2016

What is the difference between accommodations and modifications? A colleague of mine once shared an easy way to remember the difference: "a" comes before "m" in the alphabet. Likewise, accommodations happen before modifications. The following details what accommodations and modifications are:

Accommodations

Accommodations do not reduce grade level standards but rather help provide access to the course content. They do not alter the amount or complexity of the information taught to the student. Accommodations are changes in the program from a way things are typically done so that a student with a disability can have equal opportunity to participate and allow the student to be successful. These changes do not substantially or fundamentally lower or alter the standards.

The purpose of accommodations is to decrease or to eliminate interference from the disability. These accommodations would be tied to district and state testing. Accommodations must be part of the student's ongoing instructional program and not introduce during state-required assessments. When choosing accommodations, they must:

Be based on current individualized needs;

Reduce the effect of the disability to access the current curriculum;

Be specific about where, when, who and how the accommodations will be provided;

I nclude current input from parents, teachers, student, and therapists;

Be based on current specific needs in each content area.

Select those that are appropriate and meet the student's needs. Remember each state identifies acceptable or standard accommodations as well as conditional accommodations. Be sure to check with your state's allowable accommodations. Georgia, where I currently teach, has a list of standard accommodations on the Department of Education website. The following is a list of possible accommodations to include in the student's IEP to ensure the student with visual impairments can be successful in the school. Please remember that this should not serve as a checklist. The purpose of an accommodation is to level the playing field and NOT provide an unfair advantage over others. Only identify accommodations that are required for the student to access his or her education. Provide teachers with a list of the student's Unique Visual Needs at the beginning of the school year and update should there be changes.

Changes in the medium used:

braille

large print

audiotape

electronic text

oral testing/scribing

Changes made in the way materials are presented

Copies of overhead projector/smartboard activities to be viewed at his/her desk as needed.

The teacher or presenter should verbalize all information as it is written on the board or overhead.

Information presented on the board should be in a high contrast color.

Use a slant-board to position papers appropriately for reduced visual strain and to avoid glare.

The computer screen should be eye level and tilted to avoid glare.

Use recorded text as needed.

Classroom recording of lectures/instruction by the student.

Large Print textbooks/materials.

Braille textbooks/materials.

Clear, dark copies of worksheets.

Use of a reading guide to assist in keeping place while reading and completing worksheets.

Present materials against a plain background

Use a good contrast background and present on a contrasting tray or mat.

Time requirements:

Time and a half or double time

Consideration for the student's reading/writing speed

Consideration for the time needed to use adaptive equipment

Consideration for eye fatigue and scanning ability

Changes in the way students demonstrate learning

Modified assignments (when appropriate and needed) to accommodate visual fatigue (extended time and/or shortened amount of assignments).

Avoid activities requiring extensive visual scanning.

Avoid visually cluttered materials.

Allow students to use (bold marker, 20/20 pen, mechanical pencil, or another unique writing tool) to complete assignments.

Use of bold line paper.

Use of raised line paper.

Abbreviated homework assignment (includes all concepts, just fewer items).

Shorter written assignment.

Oral testing.

Changes in Setting:

preferential seating in the classroom for all films, assemblies and demonstration lessons.

seated facing away from windows.

permission to move about the room as needed to see information presented away from his/her desk.

Changes in the Setting: Environment

Avoid glare in general from overhead lights. Consider placing light filters on fluorescent lights.

Open and close doors fully (a half-open door can be a dangerous obstacle).

Eliminate unnecessary background noise. Consider isolation headphones.

Eliminate clutter from the room, particularly in aisles and movement paths.

Place materials in consistent places so that students know where particular items are always located.

Preferential locker position and locks with keys vs. combination locks.

Use of task lighting as needed.

Modifications

Modifications lower the learning expectations and should only be used if this is the only way for the student to be successful. Parents must understand if modifications to grade level standards are being made, their child may be at risk for not meeting graduation requirements. When choosing to modify the curriculum be sure to make decisions:

Based on the student's current assessment results of the student's abilities;

Based on the student's current skills based on current assessments;

Based on the student's emotional well-being;

To help the student be successful; and

After trying the use of supplementary aids and services.

The following is a list of possible modifications to include in the student's IEP to ensure the student with visual impairments can be successful in the school. Select those that are appropriate and meet the student's needs.

Reducing assignments so a student only completes the easiest problems;

Altering assignments to make them easier;

Requiring a student to learn fewer materials that are required by the State's academic content standards;

Providing help to a student via hints or clues to the correct answers on assignments and tests.

Test Taking

Students who plan to attend college will be required to take standardized tests as part of college admissions criteria. Accommodations for the ACT, PSAT, SAT and AP programs are overseen by Services for Students with Disabilities (SSD), which is part of the College Board, the major nonprofit organization that sponsors pre-college and college admissions tests. College Board requires that requests for accommodations be submitted well in advance. A student must have a documented disability and the student and the school must complete the SSD Student Eligibility Form that must be signed by the parents or guardians. Family Connect, AFB's website for parents of children with visual impairments, provides more information on these accommodations.

"Materials should be adapted only to the extent necessary for efficient learning. If regular materials can be used in conjunction with environment adaptations or low vision devices, such an approach is preferable to using specialized materials.
​-J.M. Stratton: JVIB, Jan 1990 (84) 3-5

This form identifies possible recommendations for accommodations that can be beneficial for students with visual impairments or blindness that have multiple disabilities. Select those that are appropriate for the student.

This form identifies possible recommendations for accommodations that can be beneficial for students with visual impairments or blindness that is following the standard course of study. Select those that are appropriate for the student. ​

Accommodations for Students who are Blind or Visually Impaired Recorded Presentation

Ensuring the student has access to the curriculum and entire educational environment is a key role of the Teacher of Students with Visual Impairments. This presentation provides an overview of accommodations for students who are blind or visually impaired. I discuss considerations for providing accommodations, go over common accommodations, strategies for preparing the student for job accommodations and strategies for communicating needs to teams and employers.
Objectives:

Considerations for providing accommodations

Common accommodations

Preparing student for job accommodations

Communicating needs to teams and employers

Includes:

Recorded Video Presentation

Transcript

Presentation handout for note taking

﻿Request a Certificate of Completion
To receive a certificate of completion for 1 contact hour, complete the short survey on Google Forms. If you have any accessibility issues with the form, please don't hesitate to let me know and we can make other arrangements. ​
System Requirements:
Presentations are recorded PowerPoint presentations in a MP4 video file. You must be able to access PowerPoint to view the PowerPoint presentation. Please note that the Webinar pages are closed member pages available to individuals who have purchase access to the presentation.

Accessible Content for Individuals who are Blind or Visually Impaired Recorded Presentation

Start with accessibility in mind when creating documents and design instruction to ensure access for students who are blind or visually impaired. This presentation provides suggestions in supporting teams by providing guidance on how to create accessible materials, documents, presentations, and web content.
Objectives:

Identify strategies to create accessible materials

Identify strategies to create accessible documents

Identify strategies to create accessible slides

Identify ways to make presentations accessible

Identify ways to create accessible websites

Includes:

Recorded PowerPoint Show Presentation

Transcript

Presentation handout for note taking

Printables & Links to VideoResources discussed in presentation

Request a Certificate of Completion
To receive a certificate of completion for 1 contact hour, complete the short survey on Google Forms. If you have any accessibility issues with the form, please don't hesitate to let me know and we can make other arrangements. ​
System Requirements:
Presentations are recorded PowerPoint presentations. You must be able to access PowerPoint to view the PowerPoint presentation. Please note that the presentation pages are closed member pages available to individuals who have purchase access to the presentation.

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By: Carmen Willingsteachingvisuallyimpaired.com​Updated March 13, 2016 What is the difference between accommodations and modifications? A colleague of mine once shared an easy way to remember the difference: "a" comes before "m" in the alphabet. Likewise, accommodations happen before modifications.

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Accommodations for students with Learning Disabilities. 

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Accommodations for students with Learning Disabilities. 

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Provides classroom, assignment and examination accommodations with the goal to give the student with a disability equal access to the learning environment.

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Achieving equal access through accommodations and universal design

In recent years, the number of students diagnosed with disabilities who are attending postsecondary institutions has increased dramatically. Members of the largest group of students with disabilities have learning disabilities.

In most situations, a learning disability is not readily observable. Because there are no outward signs of a disability such as a white cane or wheelchair, students with learning disabilities are often overlooked or misunderstood. Some instructors and administrators suspect that students who claim to have learning disabilities are faking it, are playing the system, or lack the intelligence needed to succeed in college. Understanding the implications of learning disabilities, preparing to teach students with diverse characteristics, and learning to accommodate students with learning disabilities are essential for faculty and staff to provide academic and career opportunities for these students that are equivalent to those provided to their nondisabled peers.

Learning Disabilities and Functional Limitations

Generally speaking, students may be diagnosed with learning disabilities if they are of average or above-average intelligence and there is a significant discrepancy between their academic achievement and their intellectual ability. The diagnosis of a learning disability is often made by a psychologist trained in administering and interpreting psycho-educational assessments. Psychologists use the results of their assessments to understand how individuals receive, process, integrate, retain, and communicate information. Since these functions cannot always be directly observed, it is often difficult to diagnose specific learning disabilities, determine their impact, and recommend appropriate accommodations.

There are many types of learning disabilities; they often impact student abilities in one or more of the following categories:

Spoken language-listening and speaking.

Written language-reading, writing, and spelling.

Arithmetic-calculation and mathematical concepts.

Reasoning-organization and integration of ideas and thoughts.

Learning disabilities may also be present along with other disabilities such as mobility and sensory impairments, brain injuries, Attention Deficit Disorder/Attention-Deficit Hyperactivity Disorder (ADD/ADHD), and psychiatric disabilities.

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.

Universal Design

As the number of individuals being diagnosed with learning disabilities has increased, so have the understanding and utilization of academic and technological strategies for accommodation. There are a number of things instructors can do while planning a course to make it more accessible to all students, including those with learning disabilities. Proactively considering these strategies is part of a process called universal design (UD). UD offers the following suggestions:

Include a statement in your syllabus inviting students to talk with you and the disability services office about disability-related issues.

Point out campus resources available to all students such as tutoring centers, study skills labs, counseling centers, and computer labs.

Clearly and early in a course define course requirements, announce the dates of exams, and tell students when assignments are due. Avoid last-minute readings or additional assignments and provide advance notice of changes in assignments and due dates.

Provide printed materials early to allow students sufficient time to read and comprehend the material. Many students with learning disabilities find it beneficial to use software that can read the textbook and other text-based materials aloud. In order for them to take advantage of this technology, the printed text must first be converted into an electronic file. This process can be time-consuming.

Use multi-modal methods to present classroom material, in order to address a variety of learning styles and strengths (e.g., auditory, visual, kinesthetic). Provide important information in both oral and written formats.

When teaching a lesson, state objectives, review previous lessons, and summarize periodically.

Use more than one way to demonstrate or explain information.

Read aloud what you write on the board or present on an overhead visual.

Keep instructions brief and uncomplicated. Repeat them word-for-word.

Allow time for clarification of directions and essential information.

Use captioned videos and know how to turn on the captioning feature. Although captioned videos are typically used for students who are deaf, they also help some students with learning disabilities and those for whom English is a second language, by ensuring content is presented visually and audibly. Give all students an opportunity to view a video multiple times (e.g., by making it available in a library or learning center, or on a website).

Provide study guides or review sheets.

Have multiple methods for course assessment, such as allowing students to take an exam or writing a paper; work alone or in a group; or deliver an oral, written, or videotaped project presentation.

Stress organization and ideas rather than mechanics when grading in-class writing assignments and assessments.

Design distance learning courses with accessibility in mind. For example, avoid real-time chat sessions, because not all students can type quickly or accurately enough to fully participate.

Accommodations

Typically, a higher education institution requires that a student with a disability register with the office that provides support services for students with disabilities, in order to receive accommodations. It is the student's responsibility to request services in a timely manner. These offices confirm the student's disability and eligibility for services and accommodations. A course instructor typically receives a letter from this office detailing recommended accommodations for a student. The student with a disability is responsible for meeting all course requirements using only approved accommodations.

The goal is to give the student with a disability equal access to the learning environment. Individualized accommodations are not designed to give the student an advantage over other students, to alter a fundamental aspect of the course, nor to weaken academic rigor.

A specific learning disability is unique to the individual and can be manifested in a variety of ways. Therefore, accommodations for a specific student must be tailored to the individual. The following are examples of classroom, assignment, and examination accommodations that may be recommended for a student with a learning disability. When in doubt about how to assist a student, work with the student privately or contact the campus office that provides support services for students with disabilities.

Classroom and Assignment Accommodations

You may be asked to

assist the student in finding effective peer note-takers from the class. Alternatively, you could provide the student with a copy of your lecture notes or outline.

allow the student to tape record lectures.

allow the student additional time to complete in-class assignments, particularly writing assignments.

provide feedback and assist the student in planning the workflow of assignments. This is especially important with large writing assignments. It may be helpful to break the larger assignment into smaller components with opportunities for draft feedback.

provide assistance with proofreading written work.

Examination Accommodations

You may be asked to allow the student with a learning disability

extended exam time, typically time and one half to double time.

to take exams in a room with reduced distractions.

the assistance of a reader, scribe, or word processor for exams.

the option of an oral exam.

to use spelling and grammar assistive devices for essay exams.

to use a calculator for exams.

to use scratch paper during exams.

Additional Resources

Your campus student disability support office is a valuable resource for better understanding learning disabilities and effective instructional strategies. The following resources may also be helpful:

The Center for Universal Design in Education is a comprehensive resource on the principles, processes, and strategies for applying UD in academic settings.

The Faculty Room is a space for faculty and administrators at postsecondary institutions to learn about how to create classroom environments and activities that maximize the learning of all students, including those with disabilities.

Invisible Disabilities and Postsecondary Education is the title of both a video and a publication that include suggestions for working with students with invisible disabilities on postsecondary campuses.

Equal Access: Universal Design of Instruction is the title of both a video and a publication that provide postsecondary instructors with strategies for making campuses welcoming and accessible to all students.

LDOnline is a comprehensive website on learning disabilities for parents, teachers, and other professionals.

The Learning Disabilities Association of America, (LDA) is a nonprofit grassroots organization whose members are individuals with learning disabilities, their families, and professionals who work with them to advance the education and general welfare of children and adults with learning disabilities.

About DO-IT

DO-IT (Disabilities, Opportunities, Internetworking, and Technology) serves to increase the successful participation of individuals with disabilities in challenging academic programs such as those in science, engineering, mathematics, and technology. Primary funding for DO-IT is provided by the National Science Foundation, the State of Washington, and the U.S. Department of Education. DO-IT is a collaboration of UW Information Technology and the Colleges of Engineering and Education at the University of Washington.

Grants and gifts fund DO-IT publications, videos, and programs to support the academic and career success of people with disabilities. Contribute today by sending a check to DO-IT, Box 354842, University of Washington, Seattle, WA 98195-4842.

Your gift is tax deductible as specified in IRS regulations. Pursuant to RCW 19.09, the University of Washington is registered as a charitable organization with the Secretary of State, state of Washington. For more information call the Office of the Secretary of State, 1-800-322-4483.

To order free publications or newsletters use the DO-IT Publications Order Form; to order videos and training materials use the Videos, Books and Comprehensive Training Materials Order Form. For further information, to be placed on the DO-IT mailing list, request materials in an alternate format, or to make comments or suggestions about DO-IT publications or web pages contact:

DO-IT
University of Washington
Box 354842
Seattle, WA 98195-4842

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Founder and Director: Sheryl Burgstahler, Ph.D.
DO-IT Funding and Partners
Acknowledgment

The contents of this publication were developed under a grant from the U.S. Department of Education (#P333A020044, #P333A050064). However, these contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the federal government. Copyright © 2012, 2009, 2007, 2004, University of Washington. Permission is granted to copy these materials for educational, noncommercial purposes provided the source is acknowledged.

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Academic Accommodations for Students with Learning Disabilities | DO-IT

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Achieving equal access through accommodations and universal design In recent years, the number of students diagnosed with disabilities who are attending postsecondary institutions has increased dramatically. Members of the largest group of students with disabilities have learning disabilities. In mo…

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Accommodations and Modifications forms for teachers. 

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Accommodations and Modifications forms for teachers. 

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This form allows teachers to quickly record and have access to the IEP accommodations and modifications that students are required to receive.

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IEP Accommodations and Modifications Quicksheet

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This is an editable form that allows you to quickly record and have access to the IEP accommodations and modifications that your special education students are required to receive.

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Accommodations/Modifications forms and templates for teachers. 

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Accommodations/Modifications forms and templates for teachers. 

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Provides Special Education teachers a completely editable IEP form, used as a quick reference for their students.

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An IEP at a Glance form is a great resource to give to your students' general education and specials teachers. The form is also helpful when you need to quickly reference your students' IEPs. No two students are alike, so this IEP at a Glance is completely editable

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Modifications for students with hearing impairments. 

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Modifications for students with hearing impairments. 

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Explains the important to determine the best accommodations and modifications the student needs, when meeting with a multidisciplinary team. Provides some simple strategies to help the student.

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Accommodations and modifications in the classroom can help your child with hearing loss learn at his or her best. These include teaching strategies specific to your child's needs, as well as simple physical accommodations-like seating placement and keeping the classroom door closed to minimize extraneous noise. Importantly, other audio technologies to supplement and/or work in conjunction with your child's hearing aids can be extremely beneficial in enabling greater communication ease for your child.

It's important to ask the school principal or appropriate administrator for a meeting with a multidisciplinary team-including the teacher, audiologist, speech pathologist, special education teacher, and/or others as appropriate-to determine the best accommodations and modifications for your child.

At this meeting, be sure to explore the most commonly used audio technologies to learn what can be done to help your child. Classroom technologies for children with hearing loss include FM systems, induction loop systems, and remote microphones, among others.

FM systems are wireless audio systems designed to help people hear speech better in noisy environments. Working as a standalone system-or in conjunction with your child's hearing aids, cochlear implant, or other auditory management technology-FM systems help children with any degree of hearing loss. In fact, research shows that having FM systems in the classroom benefits all students, even those without hearing loss.

Schools are beginning to use induction loop systems-or "hearing loops"-more frequently. There is a growing movement, in fact, to make them standard in large public venues, such as performing arts centers and airports, where people need to hear broadcast sound. Hearing loops typically circle the periphery of a classroom or public space, and work on electromagnetic signals that connect with the teacher, speaker, or performer's microphone and audio system. This enables state-of-the-art hearing aids and cochlear implants to pick up the sounds coming from the microphone-without the unwanted background noise.

Remote microphone hearing assistance technology (HAT) delivers the speech signal from the microphone to other audio devices so your child can have easier access to what the teacher is saying. HAT devices can bring the speech and sound signals from the microphone to your child in a number of ways:

1. Directly to your child's hearing aid, cochlear implant or other hearing device via a hearing loop;

2. Directly to your child's hearing aid, cochlear implant or other hearing device via a wireless receiver that your child wears;

3. To a strategically positioned loudspeaker that benefits your child and others in the room;

4. To a single, personal loudspeaker close to your child.

There are many options available today to help your child with hearing loss in the classroom. Figuring it all out may feel overwhelming at first. But realize there are many knowledgeable professionals in the education system and hearing health profession ready, able, and eager to guide you and help your child.

Remember: You are not alone. These professionals have gone through this many times before with parents just like you who want to do the very best for their children. The important step is setting up that initial meeting with the multidisciplinary team in order to put the best plan in place for your child.

For more information on classroom accommodations, go to Hearingpedia.

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Teaching Students with Hearing Impairment in the Classroom

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Accommodations and modifications in the classroom can help your child with hearing loss learn at his or her best. These include teaching strategies specific to your child's needs, as well as simple physical accommodations-like seating placement and keeping the classroom door closed to minimize extraneous noise.

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Accommodations for students with autism.

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Accommodations for students with autism.

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List five accommodations to overcome barriers to learning and help children with autism tackle schoolwork with confidence.

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Since autism spectrum disorder cause a wide range of learning disabilities that are unique to each child, classrooms must remain equipped to help every student work around those difficulties. Each individual's executive function level and sensory processing difficulties play a role in the resulting learning disability types and severity. With 1 in 68 kids diagnosed on the autism spectrum, with many high functioning individuals, teachers at all grade levels must remain prepared to provide accommodations designed to mitigate those learning difficulties. With the right classroom accommodations, it is possible to overcome barriers to learning and help children with autism tackle schoolwork with confidence.

Daily Outlines

Difficulties with transitions between tasks and activities is common through the full range of the autism spectrum. Therefore, a daily class schedule detailing the broad activity categories for the day is a must. A detailed daily schedule will greatly assist with the transitions related to moving between the classroom, lunchroom, schoolyard and other destinations throughout the day.

It does not, however, have the power to assist with lesson micromanagement. Students with autism perform best when they know how to break up their time between each tasks required to complete the exercise or project in front of them. Teachers can provide an outline for each assignment to help students transition between the required tasks.

Alternate Media

Kids on the autism spectrum often have difficulties with visual or auditory learning styles. Teachers should provide multiple media options to suit each child's specific learning style. For visual learners, a combination of literature, videos, pictures and charts relays the lesson information best. Auditory learners, on the other hand, often require an audio tape or recording of the written information for the lesson.

For children exhibiting difficulties with both visual or auditory learning styles, it is possible to provide tactile tools to convey the information provided with each lesson. Tactile tools may include flashcards, board games, pads for notetaking, computer games and craft projects. Although it can be beneficial for the students to try the other types of media from time to time, the best progress will be made with the child's preferred learning style. It's important to remember that not all autistic children are the same. Whilst one may experience trouble hearing, another may not. That's why it's important to be able to facilitate both. Those children who do experience trouble hearing may need some earphones, similar to tv ears, to better understand and participate in learning. If the class is watching a video, these earphones can be connected to the computer or TV to allow autistic children to hear too. There are a number of different devices out there to help people with autism, be sure to find out what each child struggles with.

Sensory Tools

Up to 95% of autistic children have difficulties regulating their sensory system, which is often referred to as sensory processing disorder. Therefore, sensory tools, or fidgets, can help relieve the resulting stress and improve focus for autistic children as they attempt to learn in a busy classroom environment. The fidgets allow these kids to self-regulate their emotions and keep themselves on task when distractions compete for their attention. Many kids who are prone to repetitive behavior can keep their typical motions under control with a fidget in hand or under foot.

There are many different types of sensory tools suitable for classrooms, including stress balls, pencil toppers, tangle puzzles, clay, wiggle cushions, weighted lap pads, chair bands and foot rollers. Since fidgets are fun, yet low key, they are a nice tool to have available to all of the students to avoid having anyone feeling singled out or left out.

Quiet Corner

Classrooms are full of distractions that students with autism frequently find difficult to drown out. The screech of chairs moving across the floor, other students walking around, intercom announcements, flickering lights and school bells are all bothersome distractions that are near impossible for children with autism to ignore. Even strong smells can overpower the senses and dominate the mind of students sensitive to that type of stimuli. These distractions often become incredibly overwhelming to the sensory system, especially as the day goes on, which can lead to a meltdown.

To prevent sensory overload, teachers can provide their students with a place to escape the constant barrage of noise and visual stimulus by creating a quiet corner in a low traffic area of the classroom. The corner should have somewhere for the students to comfortably rest and allow their sensory system to calm down. Noise canceling headphones or ear plugs, sleep masks and weighted blankets can all help the student overcome sensory overload and prepare to begin the learning process anew. Plus, nowadays they are all easily purchasable online, from weighted blanket uk vendors on Amazon to more specialized stores.

Extra Breaks

Teachers can help the school day go much smoother by building breaks into the schedule. A single five minute break every hour provides much needed time to transition between tasks and recover from the demands of the classroom environment.

Breaks should also be available on an as-needed basis to allow students with autism to learn how to respond to internal cues and take the actions required to regulate their being. Without an adequate number of breaks each day, students may be prone to meltdowns from sensory overload and fatigue from constantly attempting to regulate themselves.

Kids with autism tend to return from the break reorganized and ready to focus on the task at hand. Teachers may want to suggest extra breaks at first to help kids become mindful of their feelings. Guided breaks also give kids a chance to see which break time activities provide the biggest benefits. Kids who seek stimulus may prefer to listen to music, while overwhelmed students may benefit from quietly working on a puzzle.

Playing It By Ear

There are always going to be opportunities for teachers to further customize the classroom in an effort to mitigate the challenges autistic children face in school. Each child with autism provides a chance to observe the classroom accommodations that provide the biggest benefits and identify discrepancies in the learning environment. As teachers navigate the process of providing support for all students, it is important to utilize all of the available resources to create a learning environment friendly to all.

Additional Resources
Accommodating Children With Autism Within An Inclusive Setting
https://www.superduperinc.com/handouts/pdf/134_AutismintheClassroom.pdf
Technology Tools For Students With Autism
http://archive.brookespublishing.com/documents/boser-technology-tools.pdf
Autism Preparation Kit For Teachers
https://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-Education-Services/Documents/Eligibility%20Areas/Autism/autismpreparationkitforteacherspdf.pdf
Autism Speaks Family Services School Community Tool Kit
https://www.autismspeaks.org/sites/default/files/school_community_tool_kit.pdf
A Comprehensive Guide To Finding The Right Toy For Your Child With Special Needs
http://www.redwoodnky.org/assets/redwood/files/$cms$/100/1434.pdf

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5 Important Classroom Accommodations For Children With Autism

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Since autism spectrum disorder cause a wide range of learning disabilities that are unique to each child, classrooms must remain equipped to help every student work around those difficulties. Each individual's executive function level and sensory processing difficulties play a role in the resulting learning disability types and severity.

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Modifications for students with learning disabilities. 

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Modifications for students with learning disabilities. 

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Provides supports and a list of modifications and accommodations for students. Explains modification in detail.

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September 2010 | Links updated, February 2016
A legacy resource from NICHCY

For many students with disabilities-and for many without- the key to success in the classroom lies in having appropriate adaptations, accommodations, and modifications made to the instruction and other classroom activities.

Some adaptations are as simple as moving a distractible student to the front of the class or away from the pencil sharpener or the window. Other modifications may involve changing the way that material is presented or the way that students respond to show their learning.

Adaptations, accommodations, and modifications need to be individualized for students, based upon their needs and their personal learning styles and interests. It is not always obvious what adaptations, accommodations, or modifications would be beneficial for a particular student, or how changes to the curriculum, its presentation, the classroom setting, or student evaluation might be made. This page is intended to help teachers and others find information that can guide them in making appropriate changes in the classroom based on what their students need.

Part 1: A Quick Look at Terminology
Part 2: Different Types of Supports

Part 1: A Quick Look at Terminology

You might wonder if the terms supports, modifications, and adaptations all mean the same thing. The simple answer is: No, not completely, but yes, for the most part. (Don't you love a clear answer?) People tend to use the terms interchangeably, to be sure, and we will do so here, for ease of reading, but distinctions can be made between the terms.

Sometimes people get confused about what it means to have a modification and what it means to have an accommodation. Usually a modification means a change in what is being taught to or expected from the student. Making an assignment easier so the student is not doing the same level of work as other students is an example of a modification.

An accommodation is a change that helps a student overcome or work around the disability. Allowing a student who has trouble writing to give his answers orally is an example of an accommodation. This student is still expected to know the same material and answer the same questions as fully as the other students, but he doesn't have to write his answers to show that he knows the information.

What is most important to know about modifications and accommodations is that both are meant to help a child to learn.

Part 2: Different Types of Supports

Special Education

By definition, special education is "specially designed instruction" (§300.39). And IDEA defines that term as follows:

(3) Specially designed instruction means adapting, as appropriate to the needs of an eligible child under this part, the content, methodology, or delivery of instruction-(i) To address the unique needs of the child that result from the child's disability; and(ii) To ensure access of the child to the general curriculum, so that the child can meet the educational standards within the jurisdiction of the public agency that apply to all children. [§300.39(b)(3)]

Thus, special education involves adapting the "content, methodology, or delivery of instruction." In fact, the special education field can take pride in the knowledge base and expertise it's developed in the past 30-plus years of individualizing instruction to meet the needs of students with disabilities. It's a pleasure to share some of that knowledge with you now.

Adapting Instruction

Sometimes a student may need to have changes made in class work or routines because of his or her disability. Modifications can be made to:

For example:

Jack is an 8th grade student who has learning disabilities in reading and writing. He is in a regular 8th grade class that is team-taught by a general education teacher and a special education teacher. Modifications and accommodations provided for Jack's daily school routine (and when he takes state or district-wide tests) include the following:

Jack will have shorter reading and writing assignments.

Jack's textbooks will be based upon the 8th grade curriculum but at his independent reading level (4th grade).

Jack will have test questions read/explained to him, when he asks.

Jack will give his answers to essay-type questions by speaking, rather than writing them down.

Modifications or accommodations are most often made in the following areas:

Scheduling. For example,

giving the student extra time to complete assignments or tests

breaking up testing over several days

working in a small group

working one-on-one with the teacher

providing audiotaped lectures or books

giving copies of teacher's lecture notes

using large print books, Braille, or books on CD (digital text)

Instruction. For example,

reducing the difficulty of assignments

reducing the reading level

using a student/peer tutor

Student Response. For example,

allowing answers to be given orally or dictated

using a word processor for written work

using sign language, a communication device, Braille, or native language if it is not English.

Because adapting the content, methodology, and/or delivery of instruction is an essential element in special education and an extremely valuable support for students, it's equally essential to know as much as possible about how instruction can be adapted to address the needs of an individual student with a disability. The special education teacher who serves on the IEP team can contribute his or her expertise in this area, which is the essence of special education.

Related Services

One look at IDEA's definition of related services at §300.34 and it's clear that these services are supportive in nature, although not in the same way that adapting the curriculum is. Related services support children's special education and are provided when necessary to help students benefit from special education. Thus, related services must be included in the treasure chest of accommodations and supports we're exploring. That definition begins:
§300.34 Related services.
(a) General. Related services means transportation and such developmental, corrective, and other supportive services as are required to assist a child with a disability to benefit from special education, and includes...

Here's the list of related services in the law.

speech-language pathology and audiology services

interpreting services

psychological services

physical and occupational therapy

recreation, including therapeutic recreation

early identification and assessment of disabilities in children

counseling services, including rehabilitation counseling

orientation and mobility services

medical services for diagnostic or evaluation purposes

school health services and school nurse services

social work services in schools

This is not an exhaustive list of possible related services. There are others (not named here or in the law) that states and schools routinely make available under the umbrella of related services. The IEP team decides which related services a child needs and specificies them in the child's IEP. Read all about it in our Related Services page.

Supplementary Aids and Services

One of the most powerful types of supports available to children with disabilities are the other kinds of supports or services (other than special education and related services) that a child needs to be educated with nondisabled children to the maximum extent appropriate. Some examples of these additional services and supports, called supplementary aids and service s in IDEA, are:

adapted equipment-such as a special seat or a cut-out cup for drinking;

assistive technology-such as a word processor, special software, or a communication system;

training for staff, student, and/or parents;

peer tutors;

a one-on-one aide;

adapted materials-such as books on tape, large print, or highlighted notes; and

collaboration/consultation among staff, parents, and/or other professionals.

The IEP team, which includes the parents, is the group that decides which supplementary aids and services a child needs to support his or her access to and participation in the school environment. The IEP team must really work together to make sure that a child gets the supplementary aids and services that he or she needs to be successful. Team members talk about the child's needs, the curriculum, and school routine, and openly explore all options to make sure the right supports for the specific child are included.

Much more can be said about these important supports and services. Visit our special article on Supplementary Aids and Services to find out more.

Program Modifications or Supports for School Staff

If the IEP team decides that a child needs a particular modification or accommodation, this information must be included in the IEP. Supports are also available for those who work with the child, to help them help that child be successful. Supports for school staff must also be written into the IEP. Some of these supports might include:

attending a conference or training related to the child's needs,

getting help from another staff member or administrative person,

having an aide in the classroom, or

getting special equipment or teaching materials.

The issue of modifications and supports for school staff, so that they can then support the child across the range of school settings and tasks, is also addressed in our article on Program Modifications for School Personnel.

Accommodations in Large Assessments

IDEA requires that students with disabilities take part in state or district-wide assessments. These are tests that are periodically given to all students to measure achievement. It is one way that schools determine how well and how much students are learning. IDEA now states that students with disabilities should have as much involvement in the general curriculum as possible. This means that, if a child is receiving instruction in the general curriculum, he or she could take the same standardized test that the school district or state gives to nondisabled children. Accordingly, a child's IEP must include all modifications or accommodations that the child needs so that he or she can participate in state or district-wide assessments.

The IEP team can decide that a particular test is not appropriate for a child. In this case, the IEP must include:

an explanation of why that test is not suitable for the child, and

how the child will be assessed instead (often called alternate assessment).

Ask your state and/or local school district for a copy of their guidelines on the types of accommodations, modifications, and alternate assessments available to students.

Even a child with many needs is to be involved with nondisabled peers to the maximum extent appropriate. Just because a child has severe disabilities or needs modifications to the general curriculum does not mean that he or she may be removed from the general education class. If a child is removed from the general education class for any part of the school day, the IEP team must include in the IEP an explanation for the child's nonparticipation.

Because accommodations can be so vital to helping children with disabilities access the general curriculum, participate in school (including extracurricular and nonacademic activities), and be educated alongside their peers without disabilities, IDEA reinforces their use again and again, in its requirements, in its definitions, and in its principles. The wealth of experience that the special education field has gained over the years since IDEA was first passed by Congress is the very resource you'll want to tap for more information on what accommodations are appropriate for students, given their disability, and how to make those adaptations to support their learning.

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Supports, Modifications, and Accommodations for Students

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September 2010 | Links updated, February 2016 A legacy resource from NICHCY For many students with disabilities-and for many without- the key to success in the classroom lies in having appropriate adaptations, accommodations, and modifications made to the instruction and other classroom activities.

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Accommodations and Modifications for students with autism. 

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Accommodations and Modifications for students with autism. 

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Provides examples of accommodations and modifications and it explains the difference between both.

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Some students with disabilities require accommodations or modifications to their educational program in order to participate in the general curriculum and be successful in school. Each child with autism or Asperger's Syndrome is different and has their own unique needs. Parents will meet with school personnel in an ARD/IEP meeting to determine what accommodations and modifications should be implemented to best assist their child. It is imperative that parents and educators understand the difference between the two.

For many students with Asperger's Syndrome, accommodations will be needed to access the curriculum and remain in the least restrictive environment. Accommodations (the HOW) can be made for any student. Students do not need to have a 504 plan or an IEP.

Accommodations do not alter what the student is expected to learn but rather make learning accessible to the student.

They allow the student to demonstrate what they know without being impeded by their disability. Students are required to complete the same assignment or test as other students, but with a change in the timing, formatting, setting, scheduling, response and/or presentation. They do not alter in any way what the assignment or test measures.

( http://www.texasprojectfirst.org/ModificationAccommodation.html)

Accommodations can be referred to as good teaching practices. Here are some common accommodations made for students with Asperger's, high functioning autism, and other related disabilities.

Does your child require a visual schedule? Does he/she need prior notice of any changes in their schedule? Does your child require transitions between classrooms before or after the other students?

How much time does your child require to complete the assignment or test?

Where can your child sit so that the teacher is readily accessible? Where can he/she sit so that distractions, both auditory and visual, are minimized? Who will be the best classmate for your child to sit next to? Does your child require a quiet area to retreat in times of high stimulation or when overwhelmed?

This emphasizes varied teaching approaches such as visual, auditory and/or multi-sensory. Does your child need other types of visual supports such as graphic organizers, an outline of the content or chapter, graph paper for math assignments, use of manipulatives, demonstration or modeling, individual or small group instruction, etc.?

Does he/she need to respond verbally? Does your son or daughter need to complete assignments or take tests using a computer or other device?

Does he/she require the materials be highlighted? Does your child need note taking assistance? Does your son or daughter need a calculator, computer or word processor? Does he/she need larger print? Does the test need to be multiple choice rather that fill in the blank?

What motivates your child? What interests your son or daughter that might be used as a form of reinforcement?

Does your child require study guides or outlines of the material? Will your son or daughter need after school tutoring? Do directions need to be provided in small sequential steps?

Examples of Accommodations
Using a graphic organizer to outline the assignment Using graph paper for math assignments
If accommodations do not provide sufficient support, modifications (the WHAT) can be selected and implemented to allow the student access to the general education curriculum. Modifications are generally changes made in what is being taught or expected from the student. They alter the content knowledge expectations as well as assessment administration practices. A modification is a change in the course of study, the standards, test preparation, location, timing, scheduling, expectations, student response and/or other attribute which provides access to the general curriculum.

( http://www.texasprojectfirst.org/ModificationAccommodation.html)

Some students with Asperger's may require modifications to the course content in order to make adequate yearly progress. Here are some common modifications for students with Asperger's or high functioning autism and other related disabilities.

Materials are adapted. Vocabulary, concepts and principles are simplified. Does your child require texts be simplified in order to comprehend the content? Does your child require individualized materials?

Assignments are changed using lower reading levels. Does your child require that classwork and homework be changed using text at their reading level to comprehend the material?

Testing adaptations are used. Does your child require tests/assessments of reduced length? Do the answer choices need to be reduced? Do the questions and answer choices need to be reworded in simpler language?

Reduction of classwork or homework. Does your child require shortened assignments?

Using specialized/alternative curricula written at a lower level. Does your son/daughter require an alternative curriculum that is modified in order to understand the concepts?

Grading is subject to different standards. Does your child need grades to be changed to pass/fail or based on work completion?

Examples of Modifications
Example of an alternate curriculum: Unique Learning Systems

Example of a modified assignment: reduced answer options

Selecting and assessing the effectiveness of accommodations and modifications needs to be an ongoing process. Required accommodations and modifications need to be written into a student's IEP or section 504 Plan if the student is a student in special education. Both should be selected to fit the student's individual needs.

Changes should be made as often as needed, with the involvement of the student, parents and educators. For maximum success, it is essential that the chosen accommodations and modifications address the students' specific areas of need and facilitate the demonstration of skill and knowledge.

by Sandra E. Jacobs M.A., ATC, BCBA

Any Baby Can Autism Education Specialist
sjacobs@anybabycansa.org

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What Are School Accommodations and Modifications for Students with Asperger's?

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Listen Some students with disabilities require accommodations or modifications to their educational program in order to participate in the general curriculum and be successful in school. Each child with autism or Asperger's Syndrome is different and has their own unique needs. Parents will meet with school personnel in an ARD/IEP meeting to determine what accommodations [...]

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Accommodations and Modifications for students with disabilities.

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Accommodations and Modifications for students with disabilities.

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Provides many ways teachers can help children with learning and attention issues succeed in school. Some accommodations listed are: presentation, response, setting, timing, scheduling and organization skills. Modifications listed are: assignment and curriculum.

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Explore topics about ADHD, dyslexia, and learning disabilities. Learn about focus, hyperactivity, executive function skills, and trouble with reading, writing, and math.