High Rock IEP Accommodation List PD 10/22/15 Accommodation List Created by Special Education Staff at High Rock Middle School, Needham, MA
Setting
Seated in perimeter of room for larger classes, to facilitate providing support in class
Seated near Special Education Teacher or Teaching Assistant
Seated in close proximity of speaker to help maintain visual attention
Structured, predictable classroom environment
Clarify expectations
Standing desk
Study carrel to reduce distractions and encourage focus during challenging classwork and assessments
Allow and encourage movement breaks & fidget toys according to level of arousal (i.e., quiet, active)
Test administered in a room other than the one used by the rest of the class
Provide an alternate work-space with reduced stimuli as needed.
Use of noise buffers.
Timing
Additional time (up to 50% of the allotted time) on assignments, assessments, and projects, as needed, to facilitate completion
Wait time and/or discussion before requiring written or oral responses
Wait time for processing and formulation of response
Cue student before calling on him/her to allow time to formulate the response.
Presentation
Physical, verbal, visual cues
Accompany language activities with visuals, demonstrations, models, gestures, and pictures to help convey important concepts, directions, and routines
Create writing lines on assignments, tests, or worksheets that do not provide lines.
Multi-modal presentation of information (visual, auditory, kinesthetic, tactile)
Preview, review, and multiple repetitions of academic content.
Frequent and specific praise throughout instruction to motivate and build self-esteem/confidence
Use sequential vocabulary when delivering multi-step instructions (i.e. first, next, last)
Simplify language
Clear, specific instructions
Alternating quiet work times with more active tasks to channel any physical energy during times when frustration or restlessness is anticipated
Repeat and/or rephrase information and directions as needed to ensure understanding
Provide and encourage the use of yellow highlighted bookmarks or place-holders for tracking while reading.
Present material in larger print or font
Provide a rationale for learning (tell him why it is important to learn it)
Provide model of finished product
Reduce the amount of written language both presented in and required for an assignment when possible.
Check for understanding intermittently during novel tasks
Frequent teacher check-ins to ensure understanding of task demands
Cue to “visualize” when listening or reading
Remind student to use word retrieval strategies when he appears “stuck” (e.g., state the category, describe it, use a synonym, use gestures, take think time)
Visual models of finished products to provide clarity around expectations
Provide oral directions in chunks of 1 to 3 steps at a time, using clear and concise language, especially when tasks are novel or detailed (i.e. Ask, "Put the laundry away," instead of, "Clean your room."
Reduce visual stimulation (i.e., fewer items on page) or use an index card or blank paper to block out visually distracting markings/information
Test or instruction provided in shorts periods with frequent breaks
Break down multi-step assignments into smaller parts
Have student repeat back and reauditorize directions/instructions to teacher when necessary
Read aloud all assignments and/or assessments that are not designed to measure reading ability, as needed.
Use of checklist, reference sheet or graphic organizer
Targeted study guide
Provide directions in written form in addition to orally
Highlight directions and key words on assignments.
Connect new information to previously learned concepts
Use of a place marker to track items
Use of audiobooks
Response
Graph paper for mathematics
Use of manipulatives, hundreds chart, multiplication/division charts, math references, and/or calculator as needed for grade level math tasks
Computer with spell check and word prediction software for lengthy writing assignments
Use of templates, organizers, checklists for sequence of steps and task completion.
Encourage use of calming strategies (deep breaths, brief walks, etc.)
Student expresses response to a scribe
Provide opportunities for recognition of content to reduce the demand for free-recall (use word banks, multiple choice, matching formats
Alternate way to assess what a student has learned (oral, illustration, etc.)
Alternate grading system
Test administered by someone familiar to the student.
Reduced quantity of homework.
Provide prompts to utilize word retrieval strategies (i.e. categorization, description, visualization) to improve his ability to express himself effectively and efficiently
Spelling, punctuation or paragraphing requirements waived
Record answers directly on test, rather than answer sheet
Encourage student to read his/her writing out loud when editing and revising