Larue County School District

LARUE COUNTY SCHOOL DISTRICT

504 ACCOMMODATION CHECKLIST

Name:______Date:______

PHYSICAL ARRANGEMENT OF ROOM:

______seating student near the teacher

______seating student near a positive role model

______standing near the student when giving directions or presenting lessons

______avoiding distracting stimuli (air conditioner, high traffic area, etc.)

______increasing distance between desks

______Additional Accommodations______

LESSON PRESENTATION:

______pairing students to check work

______writing key points on the board

______providing peer tutoring

______providing visual aids, large print, films

______providing peer note taker

______making sure directions are understood

______including a variety of activities during each lesson

______repeating directions to the student after they have been given to the class: then have him/her

repeat and explain directions to teacher

______providing written outline

______allowing student to tape record lessons

______having child review key points orally

______teaching through multi-sensory modes, visual, auditory, kinestetics, olfactory

______using computer-assisted instruction

______accompany oral directions with written directions for child to refer to blackboard _____ or paper

______provide a model to help students, post the model and refer to it often

______provide cross age peer tutoring to assist the student in finding the main idea underlying,

highlighting, cue cards, etc.

______breaking longer presentations into shorter segments

______Additional Accommodations:______

ASSIGNMENTS/WORKSHEETS:

______giving extra time to complete tasks

______simplifying complex directions

______handing worksheets out one at a time

______reducing the reading level of the assignments

______requiring fewer correct responses to achieve grade (quality vs. quantity)

______allowing student to tape record assignments/homework

______providing a structured routine in written form

______providing study skills training/learning strategies

______giving frequent short quizzes and avoiding long tests

______shortening assignments; breaking work into smaller segments

______allowing typewritten or computer printed assignments prepared by the student or dictated by the

student and recorded by someone else if needed.

______using self-monitoring devices

______reducing homework assignments

______not grading handwriting

______student should not be allowed to use cursive or manuscript writing reversals or transpositions of

letters and numbers should not be marked wrong.

______reversals and transpositions should be pointed out for correction

______do not require lengthy outside reading assignments

______teacher monitor students self-paced assignments (daily, weekly, bi-weekly)

______arrangements for homework assignments to reach home with clear, concise directions

______recognize and give credit for student’s oral participation in class

______Additional Accomodations:______

TEST TAKING:

______allowing open book exams

______giving exam orally

______giving take home tests

______using more objective items (fewer essay responses)

______allowing student to give test answers on tape recorder

______giving frequent short quizzes, not long exams

______allowing extra time for exam

______reading test item to student

______avoid placing student under pressure of time or competition

______Additional Accommodations:______

ORGANIZATION:

______providing peer assistance with organizational skills

______assigning volunteer homework buddy

______allowing student to have an extra set of books at home

______sending daily/weekly progress reports home

______developing a reward system for in-school work and homework completion

______providing student with a homework assignment notebook

______Additional Accommodations:______

BEHAVIORS:

______use of timers to facilitate task completion

______structure transitional and unstructured times (recess, hallways, lunchroom, locker room, library,

assembly, field trips, etc.)

______praising specific behaviors

______using self-monitoring strategies

______giving extra privileges and rewards

______keeping classroom rules simple and clear

______making “prudent use” of negative consequences

______allowing for short breaks between assignments

______cueing student to stay on task (nonverbal signal)

______marking student’s correct answers, not mistakes

______implementing a classroom behavior management system

______allowing student time out of seat to run errands, etc.

______ignoring inappropriate behaviors not drastically outside classroom limits

______allowing legitimate movement

______contracting with the student

______increasing the immediacy of rewards

______implementing time-out procedures

______Additional Accommodations:______

MEDICATION:

Name of Physician: ______Phone:______

Medication(s) ______Schedule:______

______Schedule:______

Monitoring of medication(s)______daily______weekly______as needed basis

administrated by staff member responsible to insure student takes medication and documentation

______

SPECIAL CONSIDERATIONS:

______suggesting parent programs(s)

______monitoring student closely on field trip

______inservicing all relevant school personnel on student’s disability

______alerting bus driver

______suggesting agency involvement

______providing group/individual counseling

______providing social skills group experiences

______developing intervention strategies for transitional periods (e.g., cafeteria, physical education, etc.)

______providing specific time limit for extra help outside of classroom time

______Additional Accommodations:______

Comments:______

______

______

______

Participants: (name and title)

______

______

______

______

Other Modifications:

______

______

______

______

______

______