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Intellectual Disabilities in Your Classroom: 9 Tips for Teachers

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Intellectual Disabilities in Your Classroom: 9 Tips for Teachers

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Information included regarded what intellectual disabilities are, understanding why the R word should not be used when referring to students with Intellectual Disabilities, and practical modifications for these students.

Citation: Küpper, L., & Hamilton, K. (n.d.). Intellectual Disabilities in Your Classroom: 9 Tips for Teachers. Retrieved April 15, 2018, from http://www.vsafl.org/sites/default/files/Intellectual Disabilities in Your Classroom.pdf

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Supports, Modifications, and Accommodations for Students with Intellectual Disabilities

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Supports, Modifications, and Accommodations for Students with Intellectual Disabilities

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A comprehensive guide for parents that includes terminology, what areas of support are available, how instruction is modified, support staff inclusion, assessment modifications, and supplementary aids and services.

Citation: NICHCY. (2017, February 8). Supports, Modifications, and Accommodations for Students. Retrieved April 13, 2018, from http://www.parentcenterhub.org/accommodations/

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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 Disabilities 

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Accommodations and Modifications for Students with Disabilities 

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Discusses possible accommodations and modifications that can be made to the classroom curriculum and setup to ensure student success in the classroom, in video format.

Citation:ECACorg. (2016, January 25). Retrieved April 14, 2018, from https://www.youtube.com/watch?v=O0xdaCEqrU0

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Accommodations and Modifications for Students with Disabilities

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Provides vital information related to student accommodations as it pertains to a physical disability, such as what the teacher can do to ensure that the student does not miss information or is in a safe location to enter and exit the classroom safely.

Citation: Physical Disability. Retrieved April 14, 2018, from https://www.adcet.edu.au/inclusive-teaching/specific-disabilities/physical-disability/

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Physical activity and mobility may be impaired by a number of conditions, some of which are permanent, others of a temporary or intermittent nature. These conditions include cerebral palsy, arthritis, muscular dystrophy, multiple sclerosis (MS), Parkinson's disease and repetitive strain injury (RSI). Back or neck injuries may also affect general mobility. A stroke may result in temporary or permanent loss of feeling or movement of part of the body - frequently on one side. Speech and vision may also be affected in students with cerebral palsy and multiple sclerosis for example, and in those who have suffered a stroke.

Coordination and balance may be mildly or severely affected by any of these conditions. Movement may be impaired by muscle spasms, numbness or pain. As a consequence, both manipulation of equipment and writing may be difficult. Some students use wheelchairs to enhance their mobility whilst others will walk with the aid of callipers, crutches or walking stick. Some students may experience chronic fatigue and for others there will be extreme fluctuations of energy from day to day.

Physical disability may also result from head injury (ABI - acquired brain injury). Increasing numbers of students are returning to education following vehicle or sporting accidents in which they have sustained some degree of brain injury. Resulting impairment may affect speech, vision or coordination, and the injury may also be responsible for personality disorders or depression.

In providing accommodations for students with physical disabilities we need to remember that some conditions are characterised by periods of remission, so the disability will not always be visible and will not always impact on the student's ability to function in the educational environment in the same way. Each learner with a physical disability should be assessed individually and accommodations should be implemented based on the unique needs of each student.

Impact of a physical disability

The impact of physical disability on learning will vary but for most students the issues of most significance relate to physical access, manipulation of equipment (e.g. in a laboratory), access to computers, participation in field trips and the time and energy expended in moving around campus. Students may be affected in the following ways:

When there is limited time to move between venues, students may miss the beginning of a class.

Fatigue is common for many of these students. Using facilities that others take for granted, such as toilets, food-outlets, libraries and lecture rooms, may be a major undertaking.

Some students may experience functional difficulties: an inability to write using a pen; reduced writing speed; involuntary head movements which affect the ability to read standard-sized print; and reduced ability to manipulate resources in the learning environment. They may have difficulty turning pages or using standard computers.

Students may have frequent or unexpected absences from class owing to hospitalisation or changes in their rehabilitation or treatment procedure. Earlier periods of hospitalisation may have meant gaps in schooling.

Students with a long-standing mobility disability may have experienced gaps in their schooling due to periods of hospitalisation.This may have affected their confidence in learning.

Students with a mobility impairment may have fewer opportunities for interaction with other students. Feelings of separateness in the learning environment may have an impact on learning.

Teaching Strategies

There is a range of inclusive teaching strategies that can assist all students to learn but there are some specific strategies that are useful in teaching a group which includes students with physical impairment.

The fact that students have a mobility disability may not always be immediately apparent. Needs will vary, and difficulties may fluctuate. Some students will choose to disclose their disability; others will not. At your first lecture, you might invite any students who have a disability to contact you for a confidential discussion of their specific learning needs. You might also ask students what, if any, information would need to be shared with other members of staff, or with other students in the class. Below are some further suggestions:

Students who use wheelchairs, callipers or crutches, or who tire easily, may find it difficult moving about within the constraints of lecture timetables. Absence or lateness may be a result of the distance between teaching venues, so at the end of a lecture you may need to recap any information given at the beginning.

Check that academic activities which take place off-campus (such as industry visits, interviews or fieldwork) are accessible to people with a mobility disability. Consider supplementary laboratory practicals, films or videos as alternative options to field trips.

Students with a mobility disability may sometimes wish to use their own furniture, such as ergonomic chairs or sloped writing tables. Extra space may need to be created in teaching rooms, but this should be done unobtrusively.

Some students with back problems may prefer to stand in lectures or classes, rather than sit.

Some students may need to use a tape recorder or note-taker in lectures. Extra time is involved in processing information acquired in this way. It is common practice in some departments to routinely tape all lectures. This is a practice which will assist a variety of students, including those who may be absent from time to time because of their disability.

Students may need extensions to deadlines for work involving locating and using library resources. Provide reading lists well before the start of a course so that reading can begin early.

Academic isolation may be an issue for students who are unable to participate in some class activities. One-to-one sessions with a tutor may help fill this gap in participation.

Assessment Strategies

In considering alternative forms of assessment, equal opportunity, not a guaranteed outcome, is the objective. You are not expected to lower standards to accommodate students with a disability, but rather are required to give them a reasonable opportunity to demonstrate what they have learned.

Students with a mobility disability may need particular adjustments to assessment tasks. Once you have a clear picture of how the disability impacts on performance you can consider alternative assessment strategies, such as those suggested below:

A reader or an oral examination (either presenting answers on tape or participating in a viva) are alternatives to the conventional written paper. An oral examination is not an easy option for students. Give the same time for an oral examination as for a written exam, but allow extra time for the student to listen to and refine or edit responses. In your assessment, allowance should be made for the fact that spoken answers are likely to be less coherent than written answers.

For some students the combination of written and oral examination will be most appropriate. Allow students to write answer plans or make outline notes, but then to answer the question orally. Your assessment should be based on both the notes and the spoken presentation.

Students may need to use a personal computer or a personal assistant in an examination. If so, it may be necessary to provide extra space for equipment, or a separate examination venue if the noise from equipment (e.g. a voice synthesiser) is likely to be distracting for other students.

Provide extra time in examinations for students who have reduced writing speed. Some students with a mobility disability may need rest breaks. Take-home examinations and split papers may be options, given that some students may need double time to complete examinations.

Allow extensions to assignment deadlines if extensive research involving physical activity (e.g. frequent trips to the library or collection of data from dispersed locations) is required.

Related Resources

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Inclusive teaching practices for students with physical disability

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This list of accommodations for students with ADD is categorized into symptoms.

Citation: CHADD. Classroom Accommodations | CHADD. Retrieved April 13, 2018, from http://www.chadd.org/Understanding-ADHD/For-Professionals/For-Teachers/Classroom-Accommodations.aspx

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Accommodations are intended to help students with ADHD learn the same information as other students. They are changes to the structures and/or the environment that provide support to help students access the curriculum. Accommodations work best when they are tailored for the individual needs of the student based on the severity and symptoms of their ADHD and any other co-occurring conditions. It is important to observe the student to see which accommodations are effective - and effectiveness of accommodations can change over time. Students can also be enlisted in figuring out what helps them the most. This will also ensure that the accommodations are seen as support instead of punishment. Teachers, parents, and students should partner together to address needs and supports.

The Diagnostic and Statistical Manual, Fifth Edition lists two categories of symptoms of ADHD-inattentive and hyperactive-impulsive. Students may have only one type, or they may have both types of symptoms. The accommodations that are appropriate for each student depend on the symptoms and on how much they impact the student.

ADHD: Inattentive Symptoms

Students with inattentive symptoms are easily distracted and have trouble focusing. Everything competes for their attention. They often struggle to follow through with instructions and have difficulty with organization.

To help students with managing inattentive symptoms, the following accommodations can be effective:

Seating the student in an area with fewer distractions where he or she can focus on the lesson. For example, near the teacher's desk, away from windows and the doorway, or in another area that has few distractions.

Seating the student next to positive role models, peers who are less likely to provide distractions and can help them stay on task.

Breaking long assignments into smaller parts. This allows students to see both the start and end of the task.

Making sure all assignments are clear and provided in writing in addition to giving them out loud.

Checking with the student before they complete an assignment to see if they heard and understood instructions. Ask them to repeat it back to verify understanding.

Allowing them to take tests in a different room, one that is quiet and has few distractions. Or using aids such as headphones or privacy boards to create quiet spaces in the classroom.

Giving more time to complete assignments, projects, and tests.

Using a timer or alarm to help with time management.

Providing breaks. Depending on the student, these could include stretching, walking to the board to complete a task, or handing out assignments or materials.

Limiting repetitive assignments, particularly those the students has already mastered, or tasks that are too far above the student's level. Students are most able to pay attention to tasks that present some challenge but are within their current learning zone.

Making sure that the student has the opportunity for physical activities because active movement increases the ability to focus. Recess should never be taken away as a punishment for misbehavior.

Providing tools to help with organization, such as different colored folders, a notebook with dividers, or a homework assignment book.

Using computers or tablets for work. Computers are visually stimulating and allow for more engagement and also help students organize their thoughts.

ADHD: Hyperactive-Impulsive Symptoms

Students with hyperactive-impulsive symptoms move a lot. They fidget, squirm, and have difficulty staying seated. They often talk excessively, blurt out answers, and have trouble taking turns.

To help students manage their hyperactive-impulsive symptoms, the following accommodations can be effective:

Seating the student in an area of the room where there will be the least disruption. This might be towards either side of the classroom rather than the center.

Allowing for the student to move around. You could allow the student to do their work while standing, sitting on the floor, or moving between desks.

Pairing the student with a peer who is a good role model and can model appropriate behavior.

Providing activity breaks. Depending on the student, these could include stretching, walking to the board to complete a task, or handing out assignments or materials.

Ignoring minor misbehavior.

Allowing the student to move or fidget in a non-distracting manner. They might tap their foot in the air or rotate their pen back and forth in their hands. Asking the student to offer suggestions is always a great way to get more ideas.

Allowing them to take tests in a different room. One that is quiet, has few distractions, and lets them move around without interrupting other students.

Praising when they exhibit appropriate behavior such as raising their hands and waiting to be called.

Limiting repetitive assignments, particularly those the students has already mastered, or tasks that are too far above the student's level. Fidgeting is often a symptom of boredom or overstimulation.

Making sure that the student has the opportunity for physical activities. Recess should never be taken away as a punishment for misbehavior.

Using a speaking stick or other object that gets passed around during class discussions as a cue to indicate whose turn it is to speak.

ADHD: combined symptoms

Many students with ADHD show a combination of inattention and hyperactive-impulsive behaviors. You can use a combination of accommodations from both lists. One of the best ways to identify which accommodations might work best is to observe the student's natural behavior.

Some sample behaviors and accommodations include:

Constantly moving in their seat

Try giving them options for how they can do their work and provide breaks.

Attention wavers, but when focused blurts out answers

Try consistent praise for raising their hands and seating them in an area with minimal distractions.

Has trouble completing assignments and tests in the allotted time because of distractions

Try an alternative test setting or breaking up assignments and tests into smaller sections. Allow extra time to complete tests.

Taps a pen constantly that is distracting to other students

Let the student know privately that tapping their pen is a distraction. Ask them if they have other suggestion for how they could focus. You might offer that they could wave their pen in the air, wiggle it between their fingers, or replace the pen with a soft object to tap that won't make noise.

References
Barkley, R. (2008). Classroom Accommodations for Children with ADHD. ADHD Report.

Dendy, C., Durheim, M., & Ellison, A. (2006). CHADD Educator's Manual. Lynchburg, VA: Progress Printing.

Parker, H. (2012). Accommodations Help Students with Attention Deficit Disorders. A.D.D. WareHouse.

Zentall, S. (2006). ADHD and Education Foundations, Characteristics, Methods, and Collaboration. Upper Saddle River, NJ: Pearson Education.

Chaban, P., McAuley, T., & Tannock, R. (2009). ADHD and Social-Emotional Abilities. www.AboutKidsHealth.ca.

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Accommodations are intended to help students with ADHD learn the same information as other students. They are changes to the structures and/or the environment that provide support to help students access the curriculum. Accommodations work best when they are tailored for the individual needs of the student based on the severity and symptoms of their ADHD and any other co-occurring conditions.

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20 Classroom Accommodations That Target Common ADHD Challenges

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20 Classroom Accommodations That Target Common ADHD Challenges

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This article provides a detailed descriptions of some issues and challenges a student with ADHD might have, and then includes a solution to those specific problems that teachers or parents may try. It also categorizes the issues related to the classroom, such as setup, distractibility, and behavior.

Citation: Seay, B. (2017, August 03). 20 Classroom Accommodations That Target Common ADHD Challenges. Retrieved April 14, 2018, from https://www.additudemag.com/20-adhd-accommodations-that-work/

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The best IEP is the one with accommodations designed for your child's very specific symptoms. Here are some of our favorite solutions for addressing common ADHD challenges at school.

A bored and unmotivated ADHD child needs encouragement to succeed in school.

Students with ADHD often benefit from special ADHD accommodations established by teachers and parents who spend thoughtful time pinpointing problematic ADHD symptoms, and then devising classroom accommodations that help solve those problems.

Following is a list of common challenges faced by students with ADHD, and the accommodations that can help bring success at school.
[Quiz: How Well Do You Know Special-Ed Law?]
Classroom Setup

Assignments
[The 10 Biggest Lies About Learning Disabilities]
Distractibility

If your child: Is unable to keep up during classroom discussions and/or note taking
Try: Providing peer assistance in note taking and ask student questions to encourage participation in discussions
[Free Guide: 40 Best Accommodations for Children with ADHD or LD]
Behavior

If your child: Is constantly engaging in attention-getting behavior
Try: Ignoring minor inappropriate behavior

If your child: Fails to "see the point" of a lesson or activity
Try: Increasing immediacy of rewards and consequences

If your child: Needs reinforcement
Try: Sending daily/weekly progress reports home

Organization/Planning

If your child: Can't keep track of papers
Try: Recommending binders with dividers and folders

Moods/Socialization

If your child: Does not work well with others
Try: Encouraging cooperative learning tasks

If your child: Appears lonely or withdrawn
Try: Encouraging social interactions with classmates; plan teacher-directed group activities

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20 Classroom Accommodations That Target Common ADHD Challenges

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The best IEP is the one with accommodations designed for your child's very specific symptoms. Here are some of our favorite solutions for addressing common ADHD challenges at school.

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The lists provided on this website are categorized between accommodations and modifications, as well as subsets under those two categories, such as general, testing, and behavior accommodations and modifications. It explicitly details the lists to conform with the general needs of children who fall under IDEA or 504 plans.

Citation: Examples of Accommodations & Modifications. (n.d.). Retrieved April 13, 2018, from http://www.smartkidswithld.org/getting-help/the-abcs-of-ieps/examples-of-accommodations-modifications/

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

General Accommodations:

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

Testing and Assessment Accommodations:

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

General Modifications:

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

Behavior modifications:

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

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Examples of Accommodations & Modifications | Smart Kids

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

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Academic Accommodations for Students with Learning Disabilities

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Academic Accommodations for Students with Learning Disabilities

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This article talks about the general limitations correlated with students with learning disabilities, and provides a short, yet detailed, list of comprehensive strategies that can be implemented in the classroom to facilitate effective learning.

Citation: Academic Accommodations for Students with Learning Disabilities. (n.d.). Retrieved April 13, 2018, from https://www.washington.edu/doit/academic-accommodations-students-learning-disabilities

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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:

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Founder and Director: Sheryl Burgstahler, Ph.D.
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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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This website provides a general, but detailed,  list of useful accommodations and modifications that can be used to assist students with learning and attention issues. This list categorizes the accommodations through different classroom mediums such as presentation, response, setting, timing, scheduling, organization, assignment, and curriculum.

Citation:
Morin, A. (n.d.). Common Modifications and Accommodations (D. Volpitta, Ed.). Retrieved April 15, 2018, from https://www.understood.org/en/learning-attention-issues/treatments-approaches/educational-strategies/common-classroom-accommodations-and-modifications

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Copyright © Understood for All, Inc.

Understood is a tax-exempt 501(c)(3) charitable organization (tax identification number 83-2365235). Donations are tax-deductible as allowed by law. Understood does not provide medical or other professional advice. The health and medical related resources on this website are provided solely for informational and educational purposes and are not a substitute for a professional diagnosis or for medical or professional advice.

Use of this website is subject to our Terms of Use and Privacy Policy.

Copyright © 2014-2023 Understood For All Inc.

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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.

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Classroom Accommodations for Children with Autism

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Classroom Accommodations for Children with Autism

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Autism affects 1 in 88 children in the United States, and each child diagnosed with autism can vary in severity. This link provides a few easy and realistic ideas that teachers can use to ensure that their classroom facilitates a comfortable learning environment for student who have Autism Spectrum Disorder.

Citation:
5 Important Classroom Accommodations For Autistic Children. (2018). Retrieved April 15, 2018, from http://caring4ourkids.com/important-classroom-accommodations-for-autistic-children/

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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.