Accommodations

Accommodations offer a way for students to demonstrate what they have learned. Students take in information in a variety of ways and they must be able to communicate that knowledge. Accommodations are changes in how students access information and demonstrate learning. Changes or adjustments to classroom instruction ensure students have equal access to the curriculum and have the opportunity to be successful.

The Law: Federal laws, No Child Left Behind 2001 (NCLB) and the Individuals with Disabilities Education Improvement Act of 2004 (IDEA), require the participation of students with disabilities in standards-based instruction and assessment initiatives. Schools are held accountable for the academic achievement of students. Accommodations are needed to facilitate student access to grade-level instruction and state assessments.

Modifications

Modifications refer to a change in what students are expected to learn. The same academic content may not be mastered by students with disabilities as other students in the same classroom. The changes are made so students have the opportunity to participate actively and productively along with other students in classroom learning experiences. Modifications might include changes in content, instructional level, and/or performance criteria.

The Law: Prior to the reauthorization of the Individuals with Disabilities Education Ace (IDEA) “modifications” referred to changes in the delivery, content, or instructional level of district-wide or state-wide tests for any student receiving special education services. The federal No Child Left Behind Act 2001 (NCLB) requires that students with specific learning disabilities be tested using the same standards as those used for non-learning disabled students. The term, “modifications,” has been replaced with “alternative assessment.”

Accommodation Principles

  • Accommodations for assessment may differ according to state and/or district guidelines.
  • Classroom accommodations can be formally developed with the student’s Individualized Education Program (IEP) or 504 Plan.
  • Students receiving accommodations are expected to meet the same standards set for all students.
  • Teachers in the general education classroom can make accommodations for any student (e.g., ADD/ADHD, dyslexic) who needs assistance to be successful.
  • Selection of accommodations depends upon the assignment and the individual needs of the student.
  • Accommodations for instruction should be delivered consistently.

Accommodation Implementation

  1. Make accommodation decisions based on individual student needs.
  2. Select accommodations that reduce the effect of a student’s disability to access instruction but do not reduce learning expectations.
  3. Select accommodations related to specific individual needs in each content area.
  4. Indicate the “Who, How, Where, and When” in providing accommodations.
  5. Provide training and practice for students in how to use accommodations.
  6. Provide accommodations for assessments that are routinely implemented in instruction.
  7. Be aware that some instructional accommodations may not be appropriate for statewide assessment use.
  8. Gather input on accommodations from teachers, parents, and students.
  9. Document instructional and assessment accommodations.
  10. Evaluate student accommodations to make informed decisions.

Refer to state and district policies for allowable accommodations.

Evaluative Questions for Accommodations

  • What accommodations are regularly used?
  • What are the results of the assessments and/or assignments when accommodations were/were not used?
  • What is the student’s perception of the effectiveness of the accommodations?
  • What difficulty did the student encounter when using the accommodations?
  • What are the perceptions of teachers and parents about how the accommodations worked?
  • Should the student continue to use the accommodations? Should they be discontinued? Are revisions needed?
  • Is the student willing to use the accommodations?
  • Are there other accommodations that will increase the student’s access to instruction and assessment?

Time Management

▪ Incorporate breaks between work periods ▪ Allow extra time for completion of tasks ▪ Cross off completed tasks from a list on desk ▪ Provide additional time for homework completion ▪ Allow extra time for written responses ▪ Reduce amount of work load from original assignment ▪ Provide a specific location for turning in work ▪ Use multiple reminders to inform students of upcoming transitions or changes in activity ▪ Provide a timer for students to use to manage tasks ▪ Use time management tools (e.g., daily planner, assignment sheet, calendar) ▪ Extend time for projects, assignments, or assessments ▪ Change schedule or order of activities to reduce fatigue

Materials

▪ Assignment notebooks/calendars ▪ Models or examples of end product ▪ Written copy of teacher/text/content notes▪ Large print copy ▪ Braille materials ▪ Materials in native language ▪ visual aids (e.g., flash cards, fact charts)▪ Manipulatives ▪ Study aids ▪ Colored overlays ▪ Content vocabulary study cards with graphics ▪ Major points highlighted, italicized, or bolded ▪ Highlighters/highlighter tape ▪ Tape recorded articles/books

▪ Interpreter ▪ Human reader (tutor, teacher, peer) ▪ Study partner to clarify directions ▪ Specialized software ▪ Altered format materials ▪ Graphic organizers

Behavior

▪ Set clearly defined standards ▪ Remind students of rules periodically ▪ Use private signals for reminders ▪ Assign preferential seating ▪ Employ teacher proximity ▪ Make direct eye contact ▪ Include positive reinforcement and incentives▪ Take frequent breaks ▪ Monitor closely during transitions ▪ Use calming down or relaxation techniques ▪ Assign a safe place for “cooling down” or “regrouping” when a student becomes frustrated ▪ Hold confidential conference and/or discussion on behavior ▪ Use signals for transitions in advance ▪ Develop a behavior contract ▪ Provide a Behavior Improvement Plan

Equipment/Assistive Technology

▪ Calculation device ▪ Portable word processor ▪ Tape recorder ▪ Interpreter ▪ Computer access ▪ Electronic dictionary and thesaurus ▪ Recorder reader device ▪ Amplification device ▪ Spell checking device ▪ Note taker ▪ Study carrel ▪ Pencil grips ▪ Mini-trampoline ▪ Earplugs ▪ Headphones

▪ Touch window ▪ Magnifying device ▪ Augmentative communication device▪ Decoders for film/video ▪ Place marker ▪ Pencil holders ▪ Penlights

▪ Single word scanner ▪ Adapted mouse▪ Glare-reduction screen ▪ Text-to-speech converter ▪ Adapted switches ▪ Touch screen ▪ Other assistive technology devices

Classroom Environment

▪ Reduce unnecessary visual stimuli/clutter ▪ Seat student in low traffic area ▪ Eliminate distracters from desk ▪ Stand near student when instructions are given ▪ Post daily routine in writing in a visible location ▪ Allow the student frequent breaks if needed ▪ Include opportunities for physical activity ▪ Use a study carrel ▪ Keep extra supply of pencils, pens, and paper▪ Have a pre-arranged cue for the student to leave room ▪ Use a checklist to check off completed tasks ▪ Allow student to sit on a T-stool/balance ball or stand while working ▪ Use earplugs/headphones to minimize noise ▪ Allow student to transition ahead of the class

Instruction

▪ Use peer/individual tutoring ▪ Use pairs or small group work ▪ Provide copy of class notes ▪ Provide enlarged copies of handouts ▪ Allow recording of oral instruction ▪ Incorporate technology into lesson ▪ Use overhead and other visuals in oral presentations ▪ Provide copy of projected material

▪ Teach specific study skills ▪ Allow variety of student responses▪ Accept computer processed or typed assignments ▪ Face students for lip reading ▪ Provide written and verbal directions with visuals when possible ▪ Highlight key points within written test/material ▪ Use immediate feedback

▪ Encourage student to repeat directions orally

Writing/Written Expression

▪ Use a keyboard ▪ Utilize content outline with major points in bold ▪ Allow student to tape record lesson ▪ Provide hard copy of class notes ▪ Allow oral responses ▪ Use a scribe ▪ Provide additional time to complete assignments ▪ Do not penalize for handwriting or spelling errors ▪ Tape record student thoughts prior to writing ▪ Use a personal dictionary and thesaurus ▪ Use graphic organizers to plan composition ▪ Provide different kinds and colors of paper ▪ Allow extra time for written and/or oral responses ▪ Tape essay responses ▪ Use visual instructional aids ▪ Allow use of computer ▪ Use activity sheets that require minimal writing

Homework Assignments

▪ Display examples/models ▪ Provide written and verbal directions ▪ Break assignment into smaller segments or tasks▪ Reduce assignment

▪ Assign special projects or give alternative assignments ▪ Extend time for completion of tasks▪ Allow oral responses ▪ Allow audiotaped response ▪ Allow extra credit ▪ Assign a study buddy who can copy assignments ▪ Check that all homework/assignments are written correctly in planner, calendar or homework book ▪ Sequence the steps in a task by numbering ▪ Give reminders about due dates for long-term assignments ▪ Give directions in small steps

Testing

▪ Provide study question/study sheets ▪ Use open book/open notes tests ▪ Consider effort or participation as part of grade▪ Allow one page of notes or a note card for use during test ▪ Read aloud words, phrases, sentences in questions, or answer choices ▪ Allow oral responses ▪ Use a scribe

▪ Vary the testing format ▪ Allow use of technology ▪ Give extra time for completion ▪ Divide into more than one administration ▪ Shorten length of a long test ▪ Limit answer choices ▪ Allow test to be given in a smaller group ▪ Change time of day of test ▪ Change testing location ▪ Provide monitored test breaks▪ Follow district/state guidelines for testing allowances

Reading

▪ Use books on tape ▪ Provide larger print materials ▪ Provide books/study sheets with key phrases/words highlighted▪ Allow use of tape recorders ▪ Use visuals to add meaning ▪ Allow students to highlight key points ▪ Provide bulleted information ▪ Use audible reading software ▪ Practice skills using electronic devices ▪ Provide graphic organizers ▪ Use direct teacher and strategy instruction ▪ Use small group instruction ▪ Use paired reading and echo reading ▪ Use magnifying bars ▪ Use word frames ▪ Present new vocabulary visually ▪ Describe visual examples ▪ Use study aids/manipulatives ▪ Exempt from reading aloud before peers ▪ Use live reader (e.g., peer)

Math

▪ Provide math books or activity sheets in larger print ▪ Use manipulatives to move from concrete to abstract ▪ Provide vocabulary/definition cards

▪ Use math charts ▪ Use tactile numbers and signs ▪ Use computational aids ▪ Use a raised number line ▪ Use graph paper to organize and align numbers in the correct column ▪ Use concept related songs ▪ Use mnemonic devices ▪ Use calculators: talking, handheld, or one with printout

▪ Use peer partners ▪ Provide fewer problems on the page ▪ Allow oral reading of story problems ▪ Break story problems into smaller steps ▪ Use graphics or illustrations

Science/Social Studies

▪ Provide content outlines, study guides, or overhead copy ▪ Allow tape recorders to record lectures ▪ Highlight instructions on lab sheets ▪ Use flexible scheduling/assignments ▪ Provide large print materials ▪ Provide content vocabulary cards with graphics ▪ Use recorded text or books on tape ▪ Use enlarged or tactile drawings ▪ Interface lab equipment with computer for large screen display or speech output ▪ use a lab partner ▪ Use video to support text ▪ Use instructional aids on assessments ▪ Have access to a computer/graphing calculator ▪ Provide equipment with Braille and large print markings▪ Substitute projects for written work ▪ Use a note taker