Accommodations For Students

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ACCOMMODATIONS FOR STUDENTS WITH COMMUNICATIONS AND LEARNING DISORDERS

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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