Accommodations, what are they and when do I use them?

Accommodations provide different ways for students to take in information (the lesson) or communicate their knowledge back to you (the assessment). The changes basically don’t alter or lower the standards or expectations for a subject or test. Preferred seating in the front of the class for a child with attention issues is an example of an accommodation. Through the child’s Individualized Education Program (IEP) or 504 Plan, classroom accommodations may be formally developed. Here is the part where we struggle, "what if they don't have an IEP/504?".  You can make accommodations for students in your classes that you know need them.


Accommodations also offer a way for students with Learning Disabilities to demonstrate what they’ve learned. For example, a child with poor writing and spelling skills may use assistive technology – a tape recorder or computer – rather than struggle with pencil and paper to do her report about a famous person in history.


Teachers can set conditions to help students with ADD or ADHD to pay attention to a learning segment. For a child who’s easily distracted by background noise, an accommodation that might be offered is seating the student away from the window and pencil sharpener, or the teacher being in close proximity of the student.


Accommodations should provide students with alternative ways to show you what they have learned.  Close proximity to the teacher for prompting, you providing alternative examples, you asking additional questions, you using supplementary activities with them for them to show you what they have learned.  Dictating answers or allowing the students to read aloud the answers to the teacher can also be ways to accommodate students.  

Here is a list of modifications and accommodations that can be used to help students show you what they have learned. 

· Giving the student extra time to complete assignments or tests
· Breaking up testing over several days
· Working in a small group
· Working one on one with the teacher
· reduce/minimize distractions _____visual_____auditory
· providing audiotaped lectures or books
· giving copies of the teacher’s lecture notes
· using large print books, Braille, or books on CD (digital text)
· reduce the number of items per page or line
· highlighted text/study guides
· note-taking assistance
· reducing the difficulty of assignments
· reducing the reading level
· using a student/peer tutor
· reduce the number of items per page or line
· read directions orally
· use small distinct steps in instructions
· adapt worksheets as necessary

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