Accommodations for Students With Communications and Learning Disorders

Content
CLASSROOM ACCOMMODATIONS
ALTERING THE PHYSICAL ENVIRONMENT
ALTER PRESENTATION OF LESSONS
ALTER TESTING/EVALUATION PROCEDURES
ALTER DESIGN OF MATERIALS
PROVIDE ORGANIZATIONAL ASSISTANCE
EMPLOY EFFECTIVE MOTIVATIONAL TECHNIQUES
ADDITIONAL SUPPORTS
ADDITIONAL SKILL TRAINING
PARENT INVOLVEMENT
INPUT TO MEDICAL/THERAPEUTIC SUPPORT
SOCIAL/PEER ORIENTED INTERVENTIONS
ONGOING OR INTENSIVE INTERVENTIONS
TEACHER ATTITUDES/BELIEFS

Name of Student:
Date:
Name of Participants at IEP/504 Plan Meeting:

CLASSROOM ACCOMMODATIONS
Check those accommodations most needed for this student:

ALTERING THE PHYSICAL ENVIRONMENT
seat near teacher
assign student to a 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 morning check-in to organize for day
provide afternoon 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