ACCOMMODATIONS IN THE CLASSROOM
Teachers are frequently called upon to accommodate a variety of learning differences in the classroom. These accommodations do not necessarily need to be elaborate nor do they need to interfere dramatically with the nature of your classroom. Here is a list of possible suggestions for dealing with a variety of needs which you may find helpful.
Pacing
-Provide a daily written schedule
-Allow frequent breaks
-Vary activities often
-Preview and review each class lesson
-Give adequate amount of time to respond
Environment
-Preferential seating
-Seat a distractible student near teacher to increase focus
-Seat a distracting student behind others to minimize performing
-Reduce/minimize distractions in the environment
-Provide consistent structure
-Keep daily assignments posted
-Display monthly calendar with due dates
-Give advance notice of changes
-Notify student of change and check for understanding
-Assign a “buddy” for new environments
-Proper lighting for overheads
-Allow freedom to move about, stand, pace if needed
-Adjust work areas to meet physical needs
Instruction
-Provide clear step-by-step instructions
-Provide specific and immediate feedback
-Multimodal instruction
-Hands-on activities
-Pre-teach significant vocabulary
-Provide study guides and review time
-Simplify language in directions/outlines
-Give concrete examples
-Use mnemonic devices (ex. ROY G. BIV, PEMDAS)
-Provide notes ahead of time
-Use visual aides/physical clues
-Provide additional examples
-Allow for cooperative learning opportunities
-Break lessons or directions into smaller units
-Use organizational strategies
-Pre-phrase questions/have students paraphrase directions
-Cross age tutors
-Pre-reading questions to focus attention on essential information
-Advance notice of test and quizzes
-Post word banks/create a spelling list around the subject matter
-Use color coded materials /assignments
Assignments
-Provide written directions in the small units
-Decrease amount (not content) of homework
-Check homework frequently and give credit
-Provide a written monthly/weekly calendar
-Maintain assignment binder for classroom
-Highlighted/bolded texts
-Books on tape
-Allow for extended time if appropriate
-Use computers as tools
-Peer tutoring
-Give directions orally and in writing
-Modify the number of required problems
-Create timelines for lengthy assignments
Testing
-Allow extended time if needed
-Allow oral/taped tests or alternative tests
-Provide study guides and allow time for review
-Allow fact or formula note cards for exams
-Segment like information on tests
-Reduce the number of questions per page
-Increase space for answers
-Limit matching questions to 5 items per section
-Tests read aloud
-Use a scribe
-Provide a word bank
-Reduce the number of choices on tests, quizzes
Communication/Affective Needs
-Regular check-in with student
-Progress reports home to parent
-Utilize email/phone for communicating with parents
-Consult with counselor or special education staff
-Control competition between students
-Provide additional grade for attitude and progress
-Focus on pride in individual progress rather than comparisons with others
-Write “see me” on papers to allow for personal explanations of corrections
(From: Ann Arbor Huron High School—“HHS Teachers Teacher’s Lounge”)