accommodations

Introduction to Accommodations

As educators and parents, we must approach a child's learning with a realistically high expectations. My initial
premise, or assumption, is that each child has the ability to learn toward his or her grade level academic content
standards. Additionally, almost every child can attain a level of competency with those standards. However, we
must also acknowledge that children bring their own unique combination of strengths, weaknesses and learning
styles. As such, there is no "one size fits all" instructional approach that will suit the entire population of students.

That is where "accommodations" enter the picture. Accommodations (instructional and/or assessment) "level the
playing" field for those children who learn in different or unconventional ways. Developing and implementing
accommodations can be complicated. They are commonly misunderstood by educators and parents alike. In order
to best serve our children and students, we must become knowledgeable about accommodations in general, and
proficient at customizing unique accommodations that meet the unique needs of the child.

Accommodations are a critical component of a child’s comprehensive special education package. And we simply
cannot underestimate the power of educational accommodations.

Definition of Accommodations

Accommodations are supports or services that enable a student to access learning, without altering the actual
standards towards which a student is working.

Accommodations are for "classroom instruction," "classroom assessment," or "state- and/or district-assessment"
purposes. "Instructional accommodations" enable the student to access classroom, standards-based academic
content. "Classroom assessment" accommodations allow the student to appropriately "show what they know" on
classroom tests. "Assessment accommodations" enable the child appropriately participate in district-, state-, and
high-stakes standardized tests.

Accommodations for instruction and assessment are significantly inter-related. There are some instructional and
classroom assessment accommodations are not appropriate for use during standardized assessments. However, a
student should never use an accommodation on a standardized assessment without first learning to use it easily and
effectively within the classroom.

In order to understand the concept of accommodations, think about the life of the young student. The student has
two jobs. First, she must learn the subject matter presented by the teacher. In other words, she must “get it.” The
student’s second job is to complete assignments and tests in order to demonstrate her mastery of the material. In
other words, the child must “show it.” But many children with special needs experience great difficulty in “getting it”
and “showing it.” For those children, accommodations provide a great service.

Accommodations are the services and supports that enable the student to “get it” and “show it.” Accommodations
are adjustments to the ways in which a student accesses learning. When implemented appropriately, they mitigate or
remove the affects of the child’s disability. Accommodations should not, however, reduce the child’s learning
expectations. In other words, accommodations change the way a student accesses learning, without “watering
down” the curriculum.

Accommodations versus Modifications

Be careful when discussing accommodations, as they are commonly confused with a different type of support,
known as ‘modifications.’ Unlike accommodations, modifications do lower a student’s learning expectations.
Modifications usually result in a disparity between students with IEPs and their classmates. The use of modifications
may also negatively affect a student’s academic future.

Modifications include, among others, the following:

Providing assistance, such as clues or hints
Reducing the number of multiple choice options
Reducing the learning material
Shortening assignments or tests by eliminating the "hardest" problems
Exemption from second language requirements

Many people (parents and professionals alike) mistakenly use the terms ‘accommodations’ and ‘modifications’
interchangeably. This could have dire consequences for the student’s academic future.

Types of Accommodations

There are four types of accommodations: presentation accommodations, response accommodations, timing
accommodations and setting accommodations.

Presentation accommodations permit students to access learning without necessarily having to visually read
standard print. In other words, some students' physical, cognitive, visual, or sensory disabilities render them unable
to decode standard-printed written words Students with such conditions may require alternative formats, or
different auditory, tactile, or visual styles.
Examples:

Tests:

Oral tests and reports (i.e. test questions presented by "live" teacher or by digital voice recorder)
Highlight test directions
Provide word banks, multiple choice, sentence starters, etc.
Provide student with brief tests, avoiding lengthy essay questions
Split of lengthy lists of vocabulary "matching" into smaller sections
Large print
Ample space for answers
Avoid test formats that are overly-stimulating (leave ample white space)
Braille tests for visually impaired students
Math charts, number lines, number grids provided for assignments and tests
Open book tests (provide reference to page containing answer)

Teacher "Read-Aloud"

Create storyboards (story told in pictures) to supplement the oral reading for visual learners
"Follow-along" copy of book during teacher read-aloud

Reading Assignments

Large print texts
Magnification devices
Ruler or note-card to "track" print while reading (i.e. "Reading Window")
Highlight important parts of texts (i.e. removeable highlighter tape for school-owned books)
Books on CD or audiobooks on mp3
Braille books for visually impaired students
Provide student with choices of reading selections, while encourage him/her to explore new topics

Class Lectures/Discussions

Provide typed outline to supplement oral lectures (projected copy, desk copy, "take-home" copy)
Record oral lectures/class discussions for additional review (Tape, CD, record onto student's

mp3 device)

Lecture/discussion translated into sign language
Visual cues to keep student "on-task"
Desk copies of board work
Review previous lessons before introducing new lessons
Provide a general overview of a new lesson before beginning instruction
Inform the student of the "learning expectations" for each lesson
Consider using voice-activated technology to transcribe lectures/class discussion

In-Class Assignments and "Worksheets"

Non-visually stimulating worksheets (i.e. few problems per page, large font, ample white space)
Alternative worksheet formats (i.e. oral, word banks, multiple choice, sentence starters, etc.)
Ample space to write answers
Highlighted directions

Writing Assignments

Provide outline of what student needs to write
Ample time to "brainstorm" and organize thoughts
Allow student to use vibrating or weighted pen (for sensory input) and raised line paper (for fine

motor control

Allow student to use a computerized writing program when possible
Require student to proofread written assignments to find errors
Allow student to write about preferred topics whenever appropriate

Oral Reports / Presentations

Ample time to practice
Allow student to use cue cards

"Projects" (i.e. diorama, poster, craft, etc.)

Provide example of a completed project
Show models of the various smaller project components
Provide a schedule of the necessary steps, in sequential order
Give a student an outline of tasks and expectations

Response accommodations permit students to record, solve, or organize schoolwork in an alternative
manner. Examples:

Permit student to dictate responses to a scribe or into a digital recording device
Permit student to type answers, rather than write
Permit the use of calculator when math problem is not assessing ability to compute
Allow use of spelling and grammar assistive technology devices when task is not assessing those skills
Allow student to turn in projects/presentations in smaller "chunks"
Provide Braille writer for visually impaired students
Allow students to use visual or graphic organizer or develop responses
Avoid "timed" tests and assignments
Ask questions that the student can answer using words or a brief phrase, as opposed to a lengthy answer

Timing accommodations permit students to have additional time for tasks (i.e. assignments, tests, projects,
etc.). Examples:

Extended time for tests
Extra time for assignments
Frequent breaks during the academic day
Assignments broken down into smaller, more manageable tasks
Opportunity to work on homework at school
Opportunity for movement breaks
Changes to schedule, or order of activities
Allow for "take-home" projects, quizzes and tests

Environmental accommodations change the child’s learning environment, or the environment’s conditions.
Examples:

Minimal visual or auditory distractions
Preferential seating
Post the student's daily schedule, including breaks
Study carrel
Sound amplification system
Private, quiet workspace for students to work without distraction
Provide consistent place for student to place completed work
Allow student to move during instruction and/or assessments
Allow student to chew gum during instruction and/or assessments
Label different areas of the classroom for independent movement/understanding

Other strategies:

Organization

Provide students with an assignment notebook to organize their work
Utilize color-coded folders to organize student's work
Specify what materials the students will need to complete a task
Keep instructions simple

Instructional Strategies

Use mnemonic devices appropriate to teach concepts
Use physical and non-verbal cues to help student stay on task
Utilize multi-sensory instructional strategies
Ask questions to assess student's understanding of material
Phrase questions in a concrete manner
Avoid using sarcasm, idioms, words with double meanings, or vague "figures of speech"
Break down lengthy questions into smaller question components
Assist students in identifying and correcting their own mistakes
"Chunk down" assignments into smaller, more manageable tasks
Periodically review the child's work to assess progress
Clarify expectations for each task

Instructional Materials

Use individual dry erase or chalkboards to practice handwriting
Provide graph paper for students to use for multi-column math problems
Provide second set of books and materials for use at home
Provide board games and computer games for reading comprehension, math, phonics, etc.
Use slant board for writing assignments
Provide footrest for students whose feet "dangle"
Provide fidgets and sensory toys for students to manipulate during class

Encouraging Student Attention/Focus

Get student's attention before asking a question
Use inconspicuous visual and/or physical cues to keep student on task

Schedules and Transitions

Provide student with an advance warning that a lesson is about to end
Provide student with multiple visual cues that activity or lesson is about the end
Provide student with a strategy to know when one task is complete, and which task is next
Schedule student's preferred activity after a non-preferred activity to create "incentive"

Group Projects

Place student with appropriate behavioral and academic models
If working in a group is difficult, allow the student to leave the group prior to becoming frustrated
Give the student a written or visual sequential list of tasks to be completed
Do not place student in a group project environment, unless the task is something that the student could

complete independently

Computer and Technology Strategies

Put keyboard and screen close together, so they can be viewed simultaneously
Use Intellikeys or large adhesive letters attached to keyboard
Consider using ABC order keyboards, if student has difficulty mastering standard keyboard
Place monitor at eye level
Place keyboard and mouse at appropriate height/level for each student

Conclusion

Don’t forget to document all of these accommodations in the child’s IEP! Review them at least annually, and update
them when necessary.