accommodations

Educational Accommodations

General

-Late start times for the child with difficulty awakening and getting ready

-Oral tests, extended test time for those with reading challenges/frustration intolerances

-An agreed upon safe place to be when agitated or over stimulated

-Daily assignment log completed by child or an aide and/or an extra set of textbooks for home for the child with difficulty remembering

-Communication log between parent and educator of moods, issues and other important daily facts

-Breakdown of assignments into manageable chunks to reduce frustration and overload

-Medications dosed at school

-Specialized transportation

ORGANIZATIONAL:
- Notify parents immediately of missing or incomplete assignments
- Provide Parents with duplicate sets of texts if student has trouble remembering to bring home books for homework
- Allow student five minutes at the end of each class to organize books, papers, etc., before beginning next class
- Make frequent checks for work/assignment completion
- Use clear, readable and uncluttered test forms
- Use test format with which student if comfortable. Allow ample space for student response. Consider having lined answer spaces for essay or short answer questions
- Teach study skills specific to the subject area: organization (e.g. assignment calendar), textbook reading, note taking (finding main idea/detail, mapping, outlining, skimming, summarizing)
- Use graph paper for handwriting and math problems
- Use checklists when necessary that outline directions, steps, or procedures to be followed
- Ask student to repeat directions
- Break up tasks into smaller units
- Provide example and specific steps to accomplish tasks
- Provide consistent format for work production
- Provide a system for organization of work materials such as books, pens, paper. Provide an assignment calendar
- Develop a system for communication between parent and teacher
- Teach Organizational skills. Be sure student has daily, weekly and/or monthly assignment sheets, list of materials needed daily, and consistent format for papers. Have a consistent way for students to turn in and receive back papers
- Assist student to keep materials in a specific place such as pencils and pens in a pouch
- Schedule periodic parent/teacher meetings
- Help student organize. Frequently monitor notebook and dividers, pencil pouch, locker, book bag, and desks
- Things to do list taped to student's desk
- Limit wording of directions (simplify) by numbering steps
- Use brightly colored folders or papers for different subjects, project assignments, notes and handouts (be consistent, ie blue - science, yellow - math, etc.)

ATTENTIONAL:
- Allow student frequent opportunities to get up and move around. Allow space for movement
- Allow student to leave class early to go to his locker for supplies before hallways become such a flurry of activity and so distracting that he can't concentrate on getting the needed books and supplies for the next class
- Seat student near instructional area
- Place away from distractions such a noisy peers, heaters, etc.
- Provide written as well as oral instructions
- Get students attention before giving instructions
- Simplify assignments and instructions
- Reinforce "on task" and listening
- Have student review key points of instructions
- Provide a quiet place for work/tests
- Allow additional time for assignments
- Reduce the amount of work, focusing on quality vs. quantity. Be willing to repeat expectations
- Attempt to actively involve student in lesson(e.g.. cooperative learning
- Program student for transitions. Give advance warning of when a transitions is going to take place(Now we are completing the worksheet, next we will)and the expectations for the transition (And you will need)
- Give the student a responsible job (i.e., team captain, care and distribution of balls, scorekeeping, etc.)
- Pair with responsible peer(Rotate responsible students so they do not wear out)
- Teach reminder cues(a gentle touch on the shoulder, hand signal, etc
- Stand by student when giving directions or presenting lessons
- Develop a reward system for in school work and home work completed
- School assignments may be modified/shortened/omitted when they involve copying, timed tasks, and paper and pencil tasks
- Teach calming, think-before-you respond strategies

WRITTEN LANGUAGE/FINE MOTOR SKILLS
- Consider alternative methods for student response/demonstration of knowledge (e.g., tape recorder, oral reports, diagrams, artwork, etc.)
- Given extra time if needed to complete written assignments. He should be awarded for progress made rather than "perfect" performance.
- Teach Keyboarding skills
- Provide a scribe for longer writing assignments
- Teach proofreading skills by having student correct pre-written text

SOCIAL SKILLS:
- Provide social skills training
- Provide conflict resolution training
- Avoid lengthy reasoning with child over misbehavior
- Provide a friendship group
- Frequent opportunities to work cooperatively with a partner or small group
- Peer group interaction - weekly gripe/compliment session - to encourage discussion of feelings

OTHER ACCOMMODATIONS:
- Unlimited bathroom
- Unlimited access to water
- Avoid assigning student to "open classroom", "split classroom" and "rotating two teacher class rooms"
- During unstructured times, allow student to assist custodian or work in cafeteria, assist librarian, office aide or to do helpful errands for teachers
- At the start of a new school year, student and his parents will be given the opportunity other than the "meet and greet" to meet with his classroom teacher to better facilitate the transition
- Notify all staff working with student including aides, recess monitors office staff, health room staff, etc. of students special needs
- Inform all staff working with student of about serious side effects of medication student is taking
- When student is depressed, no pressure should be put on him to complete assignments-catch up when student not depressed
- Late start to school if student is fatigued that morning
- Extra one to one assistance (i.e. teacher, aide, parent volunteer, student/peer buddy)
- Reinforce/praise positive behaviors
- Allow studen to work in small group or pair up with a friend to complete assignments
- Follow multisensory learning approach (visual, auditory, hands-on/tactile materials); multi-intelligence approach
- Mark number of items correct on student paper, instead of number wrong
- Provide rewards for achievement - group awards, individual achievement awards, leadership, etc.

ANXIETY/MOOD
- Increase positive reinforcement
- Prepare for transitions with warnings and expectations
- Give an opportunity for leadership/class responsibility - peer tutoring
- Develop a specific contract with the student outlining the plan to be implemented if the student becomes overwhelmed and or out of control
- Allow opportunities for the student to show his strengths
- Provide a quiet room
- Use music during certain periods of the day to calm and relax student

as for favorite informational websites on IEP's:

http://www.wrightslaw.com/

http://www.reedmartin.com/

http://www.iep4u.com/

http://fape.org/pubs/index.htm

http://www.kidstogether.org/iepd.htm

http://www.cec.sped.org/index.html

http://seriweb.com/

http://www.pacer.org/index.htm

http://www.edexcellence.net/library/special_ed/index.html

http://www.createdbyteachers.com/modchecklist.html - accommodations list

http://www.truenorthedu.us/

some of my favorite books are:

From Emotions to Advocacy by Pete and Pam Wright

Why Johnny Doesn't Behave: Twenty Tips and Measurable BIPs by Barbara D. Bateman and Annemieke Golly

Writing Measurable IEP Goals and Objectives by Barabra D. Bateman and Cynthia M. Herr (while this book was written before IDEA 2004, it is still a great resource for wording an IEP.)

THE FINE PRINT

The information on these web pages is the compilation of parents who are trying to help our kids and in the process help others as well. The information found on this site is intended solely for informational, educational and support purposes only. There are no claims made of medical, legal, educational or other advice nor are there any guarantees implied. Do not make any medication or therapy changes, legal, educational or other decisions based on information found here without first consulting a professional who knows your child and family. Many websites, books and other sources are referenced for information, such reference does not imply endorsement.

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