Re: Accommodations For Students

[Guest guest]

wow thanks for both of these

Accommodations For Students

> ACCOMMODATIONS FOR STUDENTS WITH COMMUNICATIONS AND LEARNING DISORDERS

>

> ----------------------------------------------------------------------

> ----------

>

> CLASSROOM ACCOMMODATIONS

>

> Check those accommodations most needed for this student:

>

> ALTERING THE PHYSICAL ENVIRONMENT

>

> seat near teacher

>

> assign student to low distraction work area

>

> seat near positive peer models

>

> use rows instead of tables in classroom

>

> don't assign to open classroom setting

>

> use study carrel

>

> stand near student when giving instructions

>

>

>

> ALTER PRESENTATION OF LESSONS

>

> adjust work load (reduce rote writing)

>

> use visual aids with oral presentations

>

> give student outline of material to be covered in the lesson prior to

> beginning

> lesson

>

> highlight instructions by emphasizing the major points

>

> permit student to tape record lesson

>

> provide student with written instructions concerning the lesson

>

> give clear behavioral objectives

>

> clearly explain grading criteria for all assignments

>

> break lesson into short segments

>

> ask student to repeat instructions

>

> use high - impact, game - like materials

>

> modify student's schedule

>

> call on student often

>

> give reminders for student to stay on task

>

>

> ALTER TESTING/EVALUATION PROCEDURES

>

> permit untimed testing

>

> arrange for oral testing

>

> have resource teacher administer tests

>

> use short, frequent quizzes

>

> permit breaks during tests

>

> permit student to type tests by use of computer in classroom

>

> adjust grading criteria

>

>

> ALTER DESIGN OF MATERIALS

>

> use large type

>

> keep page format simple

>

> use dark ink

>

> use buff-colored rather than white paper to reduce glare

>

> divide page into clearly marked sections

>

> remove distractions from paper

>

>

> PROVIDE ORGANIZATIONAL ASSISTANCE

>

> schedule a study hall in last period of day

>

> provide AM check-in to organize for day

>

> provide PM check-out to organize for homework

>

> provide lunch-time check-in to organize for afternoon

>

> give time to organize desk during class

>

> provide training in time management

>

> provide training in study skills

>

> provide training in how to take tests

>

> use a schedule or day timer to plan for long term assignments

>

> provide periodic review of student's notes

>

> provide training in how to take notes

>

> allow student to take notes by use of PC or laptop computer in

> classroom

>

>

> EMPLOY EFFECTIVE MOTIVATIONAL TECHNIQUES

>

> increase frequency of feedback

>

> provide a daily assignment sheet

>

> send daily progress note home

>

> send weekly progress note home

>

> periodically review the student's progress with student and parents

>

> encourage student to use a computer at all times to complete school

> work

>

> use a " response cost " for misbehavior, student subtracts a set amount

> of points

> from points given at beginning of each day which points result in a

> special

> privilege or activity for the student to participate in at the end of

> each school

> day

>

> use time out for misbehavior

>

> use in-class point system for positive behaviors, with points earned

> for positive

> goal behavior with daily reward experience at end of each school day

>

> write sentences for bad behaviors

>

> call parents if student does ________ (fill in what you want to be

> called about)

>

>

> ADDITIONAL SUPPORTS

>

> peer tutoring

>

> cross-age tutoring

>

> study-buddy

>

> work with teacher aid or personal assistant

>

> meet with teacher after school

>

>

> ADDITIONAL SKILL TRAINING

>

> provide conflict resolution training

>

> provide communications training

>

> teach student to monitor own behavior

>

> teach cognitive self-instructional (self-talk) techniques

>

> provide stress reduction and relaxation training and techniques

>

> keyboard and computer usage training to use computer instead of

> handwriting

>

> provide training in test taking skills

>

>

> PARENT INVOLVEMENT

>

> call parents immediately if student (fill in

> what you want to be called about)

>

> conduct parent conferences on at least a quarterly basis

>

> involve parents in selecting teacher(s) for the next school year

>

>

> INPUT TO MEDICAL/THERAPEUTIC SUPPORT

>

> maintain a narrative log of significant events

>

> complete teacher ratings as follows

>

> look for specific medication side-effects

>

> train office staff to administer medication as prescribed

>

> remind student to go to the office to take medication

>

> check to see if medication is wearing off too soon

>

>

> SOCIAL/PEER ORIENTED INTERVENTIONS

>

> monitor playground interactions with peers

>

> monitor lunch-room interactions with peers

>

> prompt student to engage in specific social skills such as:

>

>

> assign to be with adults during lunch and/or recess times

>

>

> ONGOING OR INTENSIVE INTERVENTIONS

>

> provide individual counseling for student with school or mental

> health counselor

>

> provide social skills training by outside mental health professional

> or agency

>

> teach self-instructional strategies by outside mental health

> professional or

> agency

>

> provide student's family with family therapy with a mental health

> counselor

>

> monitor behavioral plan at school and home for consistency in approach

>

> maintain ongoing consultation with parents by phone and in person

>

> maintain a procedure to provide crisis intervention if ever needed

>

> refer student to see if good candidate for medication

>

> refer student for medication review and update if noticing problems

>

>

> TEACHER ATTITUDES/BELIEFS

>

> provide student's teacher(s) with in-service workshop on inclusion of

> students

> with Communications and Learning Disorders

>

> provide student's teacher(s) with reading materials on Communications

> and

> Learning Disorders

>

> provide student's teacher(s) with all relevant background information

> on

> student to assist in planning an appropriate educational plan

>

>

>

> http://www.coping.org/specialed/accomform.htm

>

>

>

>

>

>

>

[Guest guest]

>

> wow thanks for both of these

> These are excellent suggestions! May I print these?

> Accommodations For Students

>

>

> > ACCOMMODATIONS FOR STUDENTS WITH COMMUNICATIONS AND LEARNING

DISORDERS

> >

> > -----------------------------------------------------------------

-----

> > ----------

> >

> > CLASSROOM ACCOMMODATIONS

> >

> > Check those accommodations most needed for this student:

> >

> > ALTERING THE PHYSICAL ENVIRONMENT

> >

> > seat near teacher

> >

> > assign student to low distraction work area

> >

> > seat near positive peer models

> >

> > use rows instead of tables in classroom

> >

> > don't assign to open classroom setting

> >

> > use study carrel

> >

> > stand near student when giving instructions

> >

> >

> >

> > ALTER PRESENTATION OF LESSONS

> >

> > adjust work load (reduce rote writing)

> >

> > use visual aids with oral presentations

> >

> > give student outline of material to be covered in the lesson

prior to

> > beginning

> > lesson

> >

> > highlight instructions by emphasizing the major points

> >

> > permit student to tape record lesson

> >

> > provide student with written instructions concerning the lesson

> >

> > give clear behavioral objectives

> >

> > clearly explain grading criteria for all assignments

> >

> > break lesson into short segments

> >

> > ask student to repeat instructions

> >

> > use high - impact, game - like materials

> >

> > modify student's schedule

> >

> > call on student often

> >

> > give reminders for student to stay on task

> >

> >

> > ALTER TESTING/EVALUATION PROCEDURES

> >

> > permit untimed testing

> >

> > arrange for oral testing

> >

> > have resource teacher administer tests

> >

> > use short, frequent quizzes

> >

> > permit breaks during tests

> >

> > permit student to type tests by use of computer in classroom

> >

> > adjust grading criteria

> >

> >

> > ALTER DESIGN OF MATERIALS

> >

> > use large type

> >

> > keep page format simple

> >

> > use dark ink

> >

> > use buff-colored rather than white paper to reduce glare

> >

> > divide page into clearly marked sections

> >

> > remove distractions from paper

> >

> >

> > PROVIDE ORGANIZATIONAL ASSISTANCE

> >

> > schedule a study hall in last period of day

> >

> > provide AM check-in to organize for day

> >

> > provide PM check-out to organize for homework

> >

> > provide lunch-time check-in to organize for afternoon

> >

> > give time to organize desk during class

> >

> > provide training in time management

> >

> > provide training in study skills

> >

> > provide training in how to take tests

> >

> > use a schedule or day timer to plan for long term assignments

> >

> > provide periodic review of student's notes

> >

> > provide training in how to take notes

> >

> > allow student to take notes by use of PC or laptop computer in

> > classroom

> >

> >

> > EMPLOY EFFECTIVE MOTIVATIONAL TECHNIQUES

> >

> > increase frequency of feedback

> >

> > provide a daily assignment sheet

> >

> > send daily progress note home

> >

> > send weekly progress note home

> >

> > periodically review the student's progress with student and

parents

> >

> > encourage student to use a computer at all times to complete

school

> > work

> >

> > use a " response cost " for misbehavior, student subtracts a set

amount

> > of points

> > from points given at beginning of each day which points result

in a

> > special

> > privilege or activity for the student to participate in at the

end of

> > each school

> > day

> >

> > use time out for misbehavior

> >

> > use in-class point system for positive behaviors, with points

earned

> > for positive

> > goal behavior with daily reward experience at end of each school

day

> >

> > write sentences for bad behaviors

> >

> > call parents if student does ________ (fill in what you want to

be

> > called about)

> >

> >

> > ADDITIONAL SUPPORTS

> >

> > peer tutoring

> >

> > cross-age tutoring

> >

> > study-buddy

> >

> > work with teacher aid or personal assistant

> >

> > meet with teacher after school

> >

> >

> > ADDITIONAL SKILL TRAINING

> >

> > provide conflict resolution training

> >

> > provide communications training

> >

> > teach student to monitor own behavior

> >

> > teach cognitive self-instructional (self-talk) techniques

> >

> > provide stress reduction and relaxation training and techniques

> >

> > keyboard and computer usage training to use computer instead of

> > handwriting

> >

> > provide training in test taking skills

> >

> >

> > PARENT INVOLVEMENT

> >

> > call parents immediately if student (fill

in

> > what you want to be called about)

> >

> > conduct parent conferences on at least a quarterly basis

> >

> > involve parents in selecting teacher(s) for the next school year

> >

> >

> > INPUT TO MEDICAL/THERAPEUTIC SUPPORT

> >

> > maintain a narrative log of significant events

> >

> > complete teacher ratings as follows

> >

> > look for specific medication side-effects

> >

> > train office staff to administer medication as prescribed

> >

> > remind student to go to the office to take medication

> >

> > check to see if medication is wearing off too soon

> >

> >

> > SOCIAL/PEER ORIENTED INTERVENTIONS

> >

> > monitor playground interactions with peers

> >

> > monitor lunch-room interactions with peers

> >

> > prompt student to engage in specific social skills such as:

> >

> >

> > assign to be with adults during lunch and/or recess times

> >

> >

> > ONGOING OR INTENSIVE INTERVENTIONS

> >

> > provide individual counseling for student with school or mental

> > health counselor

> >

> > provide social skills training by outside mental health

professional

> > or agency

> >

> > teach self-instructional strategies by outside mental health

> > professional or

> > agency

> >

> > provide student's family with family therapy with a mental health

> > counselor

> >

> > monitor behavioral plan at school and home for consistency in

approach

> >

> > maintain ongoing consultation with parents by phone and in person

> >

> > maintain a procedure to provide crisis intervention if ever

needed

> >

> > refer student to see if good candidate for medication

> >

> > refer student for medication review and update if noticing

problems

> >

> >

> > TEACHER ATTITUDES/BELIEFS

> >

> > provide student's teacher(s) with in-service workshop on

inclusion of

> > students

> > with Communications and Learning Disorders

> >

> > provide student's teacher(s) with reading materials on

Communications

> > and

> > Learning Disorders

> >

> > provide student's teacher(s) with all relevant background

information

> > on

> > student to assist in planning an appropriate educational plan

> >

> >

> >

> > http://www.coping.org/specialed/accomform.htm

> >

> >

> >

> >

> >

> >

> >

[Guest guest]

>

> wow thanks for both of these

> These are excellent suggestions! May I print these?

> Accommodations For Students

>

>

> > ACCOMMODATIONS FOR STUDENTS WITH COMMUNICATIONS AND LEARNING

DISORDERS

> >

> > -----------------------------------------------------------------

-----

> > ----------

> >

> > CLASSROOM ACCOMMODATIONS

> >

> > Check those accommodations most needed for this student:

> >

> > ALTERING THE PHYSICAL ENVIRONMENT

> >

> > seat near teacher

> >

> > assign student to low distraction work area

> >

> > seat near positive peer models

> >

> > use rows instead of tables in classroom

> >

> > don't assign to open classroom setting

> >

> > use study carrel

> >

> > stand near student when giving instructions

> >

> >

> >

> > ALTER PRESENTATION OF LESSONS

> >

> > adjust work load (reduce rote writing)

> >

> > use visual aids with oral presentations

> >

> > give student outline of material to be covered in the lesson

prior to

> > beginning

> > lesson

> >

> > highlight instructions by emphasizing the major points

> >

> > permit student to tape record lesson

> >

> > provide student with written instructions concerning the lesson

> >

> > give clear behavioral objectives

> >

> > clearly explain grading criteria for all assignments

> >

> > break lesson into short segments

> >

> > ask student to repeat instructions

> >

> > use high - impact, game - like materials

> >

> > modify student's schedule

> >

> > call on student often

> >

> > give reminders for student to stay on task

> >

> >

> > ALTER TESTING/EVALUATION PROCEDURES

> >

> > permit untimed testing

> >

> > arrange for oral testing

> >

> > have resource teacher administer tests

> >

> > use short, frequent quizzes

> >

> > permit breaks during tests

> >

> > permit student to type tests by use of computer in classroom

> >

> > adjust grading criteria

> >

> >

> > ALTER DESIGN OF MATERIALS

> >

> > use large type

> >

> > keep page format simple

> >

> > use dark ink

> >

> > use buff-colored rather than white paper to reduce glare

> >

> > divide page into clearly marked sections

> >

> > remove distractions from paper

> >

> >

> > PROVIDE ORGANIZATIONAL ASSISTANCE

> >

> > schedule a study hall in last period of day

> >

> > provide AM check-in to organize for day

> >

> > provide PM check-out to organize for homework

> >

> > provide lunch-time check-in to organize for afternoon

> >

> > give time to organize desk during class

> >

> > provide training in time management

> >

> > provide training in study skills

> >

> > provide training in how to take tests

> >

> > use a schedule or day timer to plan for long term assignments

> >

> > provide periodic review of student's notes

> >

> > provide training in how to take notes

> >

> > allow student to take notes by use of PC or laptop computer in

> > classroom

> >

> >

> > EMPLOY EFFECTIVE MOTIVATIONAL TECHNIQUES

> >

> > increase frequency of feedback

> >

> > provide a daily assignment sheet

> >

> > send daily progress note home

> >

> > send weekly progress note home

> >

> > periodically review the student's progress with student and

parents

> >

> > encourage student to use a computer at all times to complete

school

> > work

> >

> > use a " response cost " for misbehavior, student subtracts a set

amount

> > of points

> > from points given at beginning of each day which points result

in a

> > special

> > privilege or activity for the student to participate in at the

end of

> > each school

> > day

> >

> > use time out for misbehavior

> >

> > use in-class point system for positive behaviors, with points

earned

> > for positive

> > goal behavior with daily reward experience at end of each school

day

> >

> > write sentences for bad behaviors

> >

> > call parents if student does ________ (fill in what you want to

be

> > called about)

> >

> >

> > ADDITIONAL SUPPORTS

> >

> > peer tutoring

> >

> > cross-age tutoring

> >

> > study-buddy

> >

> > work with teacher aid or personal assistant

> >

> > meet with teacher after school

> >

> >

> > ADDITIONAL SKILL TRAINING

> >

> > provide conflict resolution training

> >

> > provide communications training

> >

> > teach student to monitor own behavior

> >

> > teach cognitive self-instructional (self-talk) techniques

> >

> > provide stress reduction and relaxation training and techniques

> >

> > keyboard and computer usage training to use computer instead of

> > handwriting

> >

> > provide training in test taking skills

> >

> >

> > PARENT INVOLVEMENT

> >

> > call parents immediately if student (fill

in

> > what you want to be called about)

> >

> > conduct parent conferences on at least a quarterly basis

> >

> > involve parents in selecting teacher(s) for the next school year

> >

> >

> > INPUT TO MEDICAL/THERAPEUTIC SUPPORT

> >

> > maintain a narrative log of significant events

> >

> > complete teacher ratings as follows

> >

> > look for specific medication side-effects

> >

> > train office staff to administer medication as prescribed

> >

> > remind student to go to the office to take medication

> >

> > check to see if medication is wearing off too soon

> >

> >

> > SOCIAL/PEER ORIENTED INTERVENTIONS

> >

> > monitor playground interactions with peers

> >

> > monitor lunch-room interactions with peers

> >

> > prompt student to engage in specific social skills such as:

> >

> >

> > assign to be with adults during lunch and/or recess times

> >

> >

> > ONGOING OR INTENSIVE INTERVENTIONS

> >

> > provide individual counseling for student with school or mental

> > health counselor

> >

> > provide social skills training by outside mental health

professional

> > or agency

> >

> > teach self-instructional strategies by outside mental health

> > professional or

> > agency

> >

> > provide student's family with family therapy with a mental health

> > counselor

> >

> > monitor behavioral plan at school and home for consistency in

approach

> >

> > maintain ongoing consultation with parents by phone and in person

> >

> > maintain a procedure to provide crisis intervention if ever

needed

> >

> > refer student to see if good candidate for medication

> >

> > refer student for medication review and update if noticing

problems

> >

> >

> > TEACHER ATTITUDES/BELIEFS

> >

> > provide student's teacher(s) with in-service workshop on

inclusion of

> > students

> > with Communications and Learning Disorders

> >

> > provide student's teacher(s) with reading materials on

Communications

> > and

> > Learning Disorders

> >

> > provide student's teacher(s) with all relevant background

information

> > on

> > student to assist in planning an appropriate educational plan

> >

> >

> >

> > http://www.coping.org/specialed/accomform.htm

> >

> >

> >

> >

> >

> >

> >

[Guest guest]

http://www.coping. org/specialed/ accomform. htmPlease check the website for copyrite information.'

I don't think personal use matters. Keep informed, Keep posting, Keep trying.

Accommodations For Students> > > > ACCOMMODATIONS FOR STUDENTS WITH COMMUNICATIONS AND LEARNING DISORDERS> >> > ------------ --------- --------- --------- --------- --------- ------> > ---------->

>> > CLASSROOM ACCOMMODATIONS> >> > Check those accommodations most needed for this student:> >> > ALTERING THE PHYSICAL ENVIRONMENT> >> > seat near teacher> >> > assign student to low distraction work area> >> > seat near positive peer models> >> > use rows instead of tables in classroom> >> > don't assign to open classroom setting> >> > use study carrel> >> > stand near student when giving instructions> >> >> >> > ALTER PRESENTATION OF LESSONS> >> > adjust work load (reduce rote writing)> >> > use visual aids with oral presentations> >> > give student outline of material to be covered in the lesson prior to> > beginning> > lesson>

>> > highlight instructions by emphasizing the major points> >> > permit student to tape record lesson> >> > provide student with written instructions concerning the lesson> >> > give clear behavioral objectives> >> > clearly explain grading criteria for all assignments> >> > break lesson into short segments> >> > ask student to repeat instructions> >> > use high - impact, game - like materials> >> > modify student's schedule> >> > call on student often> >> > give reminders for student to stay on task> >> >> > ALTER TESTING/EVALUATION PROCEDURES> >> > permit untimed testing> >> > arrange for oral testing> >> > have resource teacher administer tests>

>> > use short, frequent quizzes> >> > permit breaks during tests> >> > permit student to type tests by use of computer in classroom> >> > adjust grading criteria> >> >> > ALTER DESIGN OF MATERIALS> >> > use large type> >> > keep page format simple> >> > use dark ink> >> > use buff-colored rather than white paper to reduce glare> >> > divide page into clearly marked sections> >> > remove distractions from paper> >> >> > PROVIDE ORGANIZATIONAL ASSISTANCE> >> > schedule a study hall in last period of day> >> > provide AM check-in to organize for day> >> > provide PM check-out to organize for homework> >> > provide lunch-time

check-in to organize for afternoon> >> > give time to organize desk during class> >> > provide training in time management> >> > provide training in study skills> >> > provide training in how to take tests> >> > use a schedule or day timer to plan for long term assignments> >> > provide periodic review of student's notes> >> > provide training in how to take notes> >> > allow student to take notes by use of PC or laptop computer in> > classroom> >> >> > EMPLOY EFFECTIVE MOTIVATIONAL TECHNIQUES> >> > increase frequency of feedback> >> > provide a daily assignment sheet> >> > send daily progress note home> >> > send weekly progress note home> >> > periodically

review the student's progress with student and parents> >> > encourage student to use a computer at all times to complete school> > work> >> > use a "response cost" for misbehavior, student subtracts a set amount> > of points> > from points given at beginning of each day which points result in a> > special> > privilege or activity for the student to participate in at the end of> > each school> > day> >> > use time out for misbehavior> >> > use in-class point system for positive behaviors, with points earned> > for positive> > goal behavior with daily reward experience at end of each school day> >> > write sentences for bad behaviors> >> > call parents if student does ________ (fill in what you want to be>

> called about)> >> >> > ADDITIONAL SUPPORTS> >> > peer tutoring> >> > cross-age tutoring> >> > study-buddy> >> > work with teacher aid or personal assistant> >> > meet with teacher after school> >> >> > ADDITIONAL SKILL TRAINING> >> > provide conflict resolution training> >> > provide communications training> >> > teach student to monitor own behavior> >> > teach cognitive self-instructional (self-talk) techniques> >> > provide stress reduction and relaxation training and techniques> >> > keyboard and computer usage training to use computer instead of> > handwriting> >> > provide training in test taking skills> >> >>

> PARENT INVOLVEMENT> >> > call parents immediately if student (fill in> > what you want to be called about)> >> > conduct parent conferences on at least a quarterly basis> >> > involve parents in selecting teacher(s) for the next school year> >> >> > INPUT TO MEDICAL/THERAPEUTIC SUPPORT> >> > maintain a narrative log of significant events> >> > complete teacher ratings as follows> >> > look for specific medication side-effects> >> > train office staff to administer medication as prescribed> >> > remind student to go to the office to take medication> >> > check to see if medication is wearing off too soon> >> >> > SOCIAL/PEER ORIENTED INTERVENTIONS> >> > monitor playground

interactions with peers> >> > monitor lunch-room interactions with peers> >> > prompt student to engage in specific social skills such as:> >> >> > assign to be with adults during lunch and/or recess times> >> >> > ONGOING OR INTENSIVE INTERVENTIONS> >> > provide individual counseling for student with school or mental> > health counselor> >> > provide social skills training by outside mental health professional> > or agency> >> > teach self-instructional strategies by outside mental health> > professional or> > agency> >> > provide student's family with family therapy with a mental health> > counselor> >> > monitor behavioral plan at school and home for consistency in approach> >>

> maintain ongoing consultation with parents by phone and in person> >> > maintain a procedure to provide crisis intervention if ever needed> >> > refer student to see if good candidate for medication> >> > refer student for medication review and update if noticing problems> >> >> > TEACHER ATTITUDES/BELIEFS> >> > provide student's teacher(s) with in-service workshop on inclusion of> > students> > with Communications and Learning Disorders> >> > provide student's teacher(s) with reading materials on Communications> > and> > Learning Disorders> >> > provide student's teacher(s) with all relevant background information> > on> > student to assist in planning an appropriate educational plan> >> >>

>> > http://www.coping. org/specialed/ accomform. htm> >> >> >> >> >> >> >