Accommodations

Accommodations Involving Materials

 Use of audio recording-record the directions so they can
listen again; let them listen to stories that are recorded.
 Clarify or simplify written directions-underline or highlight
significant parts of the directions
 Present small amount of work-give smaller parts of the
assignment at one time.
 Block out extraneous stimuli-use a blank sheet of paper to
cover up distracting parts of a worksheet
 Highlight essential information-use a highlighter to mark
important info in their texts
 Locate place in consumable material-fold pages that have been
completed in a workbook or use a sticky to mark the next
assignment
 Provide additional practice activities-supplement learning
activities to help LD students get more practice to master
skill
 Provide glossary in content areas-a glossary can help the
students understand words in the content.
 Develop reading guides-a road map of the information that
also provides questions to guide their focus
Accommodations Involving Interactive Instruction
 Use explicit teaching procedures.-provide explicit instruction even
if the material doesn’t provide it ( guided practice, corrective
feedback)
 Repeat directions.-have the students repeat the directions in their
own words to check for understanding- break down the direction
into smaller steps
 Maintain daily routines.- the structure helps students know what is
expected
 Provide copy of lecture notes. Provide a copy of notes from the
lecture to those that struggle taking notes
 Provide students with a graphic organizer. –a blank graphic
organizer can help students focus on the main points of the
presentation/lecture
 Use step-by-step instruction. –new or difficult information should
be given in smaller sequential steps
 Combine verbal and visual information. –use visual displays while
instructing
 Write key points or words on the chalkboard.-write new vocab
words or key points on board before presentation
 Use balanced presentations and activities. –balance you lectures
with visuals, verbal and participating activities. Also balance
between large group and small group instruction
 Use mnemonic instruction. –this can helps student remember key
info or steps in a learning strategy
 In a review of the literature, Wolgemuth, Cobb, and Alwell
(2008) strongly support the use of mnemonic strategies for
students with disabilities across settings.
 Emphasize daily review. –review previous learning or lesson to help
connect with new information
Accommodations Involving Student Performance
 Change response mode. –students with fine motor skills can use a
different method to answer. They can also benefit from a paper
with larger answer areas
 Provide an outline of the lecture. –this can help some students
follow the presentation more successfully and take notes
 Encourage use of graphic organizers. –this helps students organize
information visually
 Place students close to the teacher. –students with attention or
behavior problems should be seated close to the teacher and away
from distracting objects
 Encourage use of assignment books or calendars. –these can help
students keep track of dates and times for homework or schedules
 Reduce copying activities. –Try to use handouts instead of copying
so much form the board
 Have students turn lined paper vertically for math. –turning the
paper helps student organize their numbers for computing
correctly
 Use cues to denote important items.-use bullets or asterisks to
mark important info so student spend more time on the pertinent
info for study purposes
 Design hierarchical worksheets. –Arrange problems easiest to
hardest so they don’t feel failure right away and quit
 Allow use of instructional aids. –number lines, alphabet lines,
calculators- visuals
 Display work samples. –samples of competed assignments can help
students realize expectations
 Use peer-mediated learning.-pair students of different levels to
help study, take notes, or read
 Encourage note sharing.- students can take notes using a carbon
copy paper to make aonther set to share with students gone or
students with learning problems
 Use flexible work times. –give addition time for those that work
slower
 Provide additional practice. – allow for additional practice to
encourage fluency
 Use assignment substitutions or adjustments. –make modifications
for big assignments and projects

Accommodations Involving Materials

 Use of audio recording-record the directions so they can listen again; let
them listen to stories that are recorded.
 Clarify or simplify written directions-underline or highlight significant parts of
the directions
 Present small amount of work-give smaller parts of the assignment at one
time.
 Block out extraneous stimuli-use a blank sheet of paper to cover up
distracting parts of a worksheet
 Highlight essential information-use a highlighter to mark important info in
their texts
 Locate place in consumable material-fold pages that have been completed in
a workbook or use a sticky to mark the next assignment
  Provide additional practice activities-supplement learning activities to help LD
students get more practice to master skill
 Provide glossary in content areas-a glossary can help the students
understand words in the content.
 Develop reading guides-a road map of the information that also provides
questions to guide their focus
Accommodations Involving Interactive Instruction
 Use explicit teaching procedures.-provide explicit instruction even if the material
doesn’t provide it ( guided practice, corrective feedback)
 Repeat directions.-have the students repeat the directions in their own words to
check for understanding- break down the direction into smaller steps
 Maintain daily routines.- the structure helps students know what is expected
 Provide copy of lecture notes. Provide a copy of notes from the lecture to those
that struggle taking notes
 Provide students with a graphic organizer. –a blank graphic organizer can help
students focus on the main points of the presentation/lecture
 Use step-by-step instruction. –new or difficult information should be given in
smaller sequential steps
 Combine verbal and visual information. –use visual displays while instructing
 Write key points or words on the chalkboard.-write new vocab words or key points
on board before presentation
 Use balanced presentations and activities. –balance you lectures with visuals,
verbal and participating activities. Also balance between large group and small
group instruction
 Use mnemonic instruction. –this can helps student remember key info or steps in a
learning strategy
 In a review of the literature, Wolgemuth, Cobb, and Alwell (2008) strongly
support the use of mnemonic strategies for students with disabilities across
settings.
 Emphasize daily review. –review previous learning or lesson to help connect with
new informaion
Accommodations Involving Student Performance
 Change response mode. –students with fine motor skills can use a different
method to answer. They can also benefit from a paper with larger answer areas
 Provide an outline of the lecture. –this can help some students follow the
presentation more successfully and take notes
 Encourage use of graphic organizers. –this helps students organize information
visually
 Place students close to the teacher. –students with attention or behavior problems
should be seated close to the teacher and away from distracting objects
 Encourage use of assignment books or calendars. –these can help students keep
track of dates and times for homework or schedules
 Reduce copying activities. –Try to use handouts instead of copying so much form
 the board
 Have students turn lined paper vertically for math. –turning the paper helps
student organize their numbers for computing correctly
 Use cues to denote important items.-use bullets or asterisks to mark important info
so student spend more time on the pertinent info for study purposes
 Design hierarchical worksheets. –Arrange problems easiest to hardest so they
don’t feel failure right away and quit
 Allow use of instructional aids. –number lines, alphabet lines, calculators- visuals
 Display work samples. –samples of competed assignments can help students
realize expectations
 Use peer-mediated learning.-pair students of different levels to help study, take
notes, or read
 Encourage note sharing.- students can take notes using a carbon copy paper to
make aonther set to share with students gone or students with learning problems
 Use flexible work times. –give addition time for those that work slower
 Provide additional practice. – allow for additional practice to encourage fluency
 Use assignment substitutions or adjustments. –make modifications for big
assignments and projects

from - Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R.
Mercer; Paige C. Pullen (2011)