accommodations and implementation
The provision of accommodations for an IEP should be developed and written in conjunction with all service providers for the student in question. At a minimum, the school psychologist should be making recommendations for appropriate accommodations for the student based on the individualized assessments and characteristics of the student’s qualifying disability(s).
Below is a list of sample accommodations for students who exhibit mild/moderate disabilities. Please note, this is not an exhaustive list and “Implementation” may vary for the unique needs of the student for which it may be implemented.
All teachers will need to be informed of the specifics of the accommodation so that the fidelity of the accommodation is maintained. Because some of these accommodations are more labor intensive for staff than others, it is important that they are used with moderation and selected out of a disability-based need only.
Below is a list of sample accommodations for students who exhibit mild/moderate disabilities. Please note, this is not an exhaustive list and “Implementation” may vary for the unique needs of the student for which it may be implemented.
All teachers will need to be informed of the specifics of the accommodation so that the fidelity of the accommodation is maintained. Because some of these accommodations are more labor intensive for staff than others, it is important that they are used with moderation and selected out of a disability-based need only.
Accommodation and Implementation:
Study Guide on Tests - Student may use a study guide on a test for recognition tasks ex. Multiple choice/fill-in/information recall tests/quizzes.
Reduced number of questions on a test - As long as the standard being assessed is maintained, the number of test items will be reduced. (ex. 35 questions instead of 70 0
Reduced number of multiple choice options on a test - Multiple choice tests will offer no more than (2 or 3) options per multiple choice question.
No more than 5 word choices for “Word Bank” items - When word banks are used for tests/quizzes/classroom assignments, the available words to use are not greater than 5 words per section.
Quiz/test questions read aloud
Cloze notes - When lecturing/presenting class content (PowerPoint, Prezi, etc.), Classroom teacher will provide student with a copy of the notes with select words/phrases removed, to be filled in by the students vs. copying all the notes from the board in their notebooks
Preferential seating - Seating away from distractions or close to the teacher for redirection/checks for understanding.
Alternative forms of assessment - Student may be given a verbal assessment or project rather than a rote memory assessment; Shorter assessments; Study guide on assessments; group tests.
Testing session may be broken into multiple days - Assessments may be chunked for students who struggle with testing stamina, anxiety, recall, etc.
Student may retake failed tests/quizzes - This really needs to be a team decision and used with caution, especially in the general education setting.
Tests/quizzes may be taken in a smaller setting - Case Manager or Study Skills teacher that period is contacted and student is escorted to a separate/smaller setting.
Provision of hard copy of worksheets for students to work from - When students are instructed to answer questions in their notebook from a textbook or worksheet, students with this accommodation will be provided with a copy of the worksheet/questions to complete on the hard copy and turn in or place in their notebooks. Non-coteaching GE classes - GET is responsible for providing this; Co-teaching GE classes - SET will provide student with copy.
Print materials will be provided in a font no smaller than 12 pt. font - This accommodation may be used for students who are struggling readers, visually impaired, and or struggled with sustaining attention.
Provide written directions for longer tasks - This should be used for the majority of students with disability. When given tasks that are more than 1-2 steps, the students should be provided with a set of simply worded directions to complete the task.
Provision of word-processing tool (Google Docs) when spelling is being evaluated/graded for correctness; Should be used for students who's ELA skills are below grade level as a result of their disability.
Use of graphic organizer for in-class and or timed writing assignments - Should be used for students who ELA skills are below grade level as a result of their disability and who specifically struggle with writing.
Shorter requirement for lengthy writing assignments - Ex. Student may write 2 instead of 5 paragraphs if the desired techniques and standards are met or mostly met within the composition.
Provision of a notecard for quizzes/tests/in-class writing assignments - this can be used for students who struggle with memory, can be used for math formulas, notes, chemical equations, etc.
Study Guide on Tests - Student may use a study guide on a test for recognition tasks ex. Multiple choice/fill-in/information recall tests/quizzes.
Reduced number of questions on a test - As long as the standard being assessed is maintained, the number of test items will be reduced. (ex. 35 questions instead of 70 0
Reduced number of multiple choice options on a test - Multiple choice tests will offer no more than (2 or 3) options per multiple choice question.
No more than 5 word choices for “Word Bank” items - When word banks are used for tests/quizzes/classroom assignments, the available words to use are not greater than 5 words per section.
Quiz/test questions read aloud
- Option 1: Student can be sent to Study Skills classroom so that SPED teacher or Instructional Aide can read questions aloud to that student.
- Option 2: GET requests SPED Instructional aide for the class period to help read questions aloud.
- Option 3: GET reads questions to student.
Cloze notes - When lecturing/presenting class content (PowerPoint, Prezi, etc.), Classroom teacher will provide student with a copy of the notes with select words/phrases removed, to be filled in by the students vs. copying all the notes from the board in their notebooks
Preferential seating - Seating away from distractions or close to the teacher for redirection/checks for understanding.
Alternative forms of assessment - Student may be given a verbal assessment or project rather than a rote memory assessment; Shorter assessments; Study guide on assessments; group tests.
Testing session may be broken into multiple days - Assessments may be chunked for students who struggle with testing stamina, anxiety, recall, etc.
Student may retake failed tests/quizzes - This really needs to be a team decision and used with caution, especially in the general education setting.
Tests/quizzes may be taken in a smaller setting - Case Manager or Study Skills teacher that period is contacted and student is escorted to a separate/smaller setting.
Provision of hard copy of worksheets for students to work from - When students are instructed to answer questions in their notebook from a textbook or worksheet, students with this accommodation will be provided with a copy of the worksheet/questions to complete on the hard copy and turn in or place in their notebooks. Non-coteaching GE classes - GET is responsible for providing this; Co-teaching GE classes - SET will provide student with copy.
Print materials will be provided in a font no smaller than 12 pt. font - This accommodation may be used for students who are struggling readers, visually impaired, and or struggled with sustaining attention.
Provide written directions for longer tasks - This should be used for the majority of students with disability. When given tasks that are more than 1-2 steps, the students should be provided with a set of simply worded directions to complete the task.
Provision of word-processing tool (Google Docs) when spelling is being evaluated/graded for correctness; Should be used for students who's ELA skills are below grade level as a result of their disability.
Use of graphic organizer for in-class and or timed writing assignments - Should be used for students who ELA skills are below grade level as a result of their disability and who specifically struggle with writing.
Shorter requirement for lengthy writing assignments - Ex. Student may write 2 instead of 5 paragraphs if the desired techniques and standards are met or mostly met within the composition.
Provision of a notecard for quizzes/tests/in-class writing assignments - this can be used for students who struggle with memory, can be used for math formulas, notes, chemical equations, etc.