Accommodations Menu

Reflection

Accommodation is important for all learners, not just learners that fall under the
“special education” area of learning. Every student learns in his or her own way.
As teachers, it is our job to get to know our students and accommodate our lessons
for all of our diverse range of students in our class, just how we accommodate for
our students with IEPs. We need to be aware of our students’ strengths and
weaknesses to better help us in understanding how to teach that student the most
effective way to reach his or her full potential. Accommodating takes time and
thoughtfulness and a desire for success for all students. This means if a student is
off task most of the day and distracted, we need to think outside of the box and try
to figure out something to help this student focus and remain on task so he is
performing his best. This goes for all different areas of the classroom.

Intellectual Disability
IDEA Definition:
Intellectual disability means significantly sub average general intellectual functioning,
existing concurrently (at the same time) with deficits in adaptive behavior and manifested
during the developmental period, that adversely affects a child’s educational
performance.
Characteristic: Underdeveloped speech and language skills

Accommodation: Provide student with an augmentative communication device. The

student can use the device to communicate with peers and teacher by spelling it out or
using pictures.

Characteristic: Poor Memory

Accommodation: Provide the student with outlines and key points that were taught that
day. This way they can review and access the information at home or any time that they
need it.

Characteristic: Poor concentration/ easily distracted

Accommodation: Give the student tasks that can be completed in short amount of time.
This will benefit both the student and the teacher because the student will be completing
their work but they will not have to try and concentrate for long periods of time.

Characteristic: Low motivation and self esteem

Accommodation: Use a rewards system. Praise the child for finishing the activity/
assignment and allow them to choose a small activity they would like to do. This will
help them realize that they can achieve their goals and that they will be rewarded.

Characteristic: Academic achievement slower than peers

Accommodation: Use flexible scheduling to allow the student to use however much time
they need in completing an assignment or a course. This will keep the student from being
overwhelmed and let them learn at the pace that works best for them.

Specific Learning Disability

IDEA Definition:
A. Specific learning disability means a disorder in one or more of the basic psychological
processes involved in understanding or in using language, spoken or written, which
disorder may manifest itself in the imperfect ability to listen, think, read, speak, write,
spell, or do mathematical calculations.
 B. It includes conditions such as perceptual disabilities, brain injury minimal brain
dysfunction, dyslexia, and developmental aphasia.
C. Disorders not included- Such term does not include a learning problem that is primarily
the result of visual, hearing, or motor disabilities; of mental retardation; of emotional
disturbance; or of environmental, cultural, or economic disadvantage.

Dyslexia:
Dyslexia is a neurological disorder that causes the brain to process and interpret
information differently. This is a lifelong language processing disorder that causes delays in
reading, writing, spelling, and sometimes even speaking. (National Center for Learning
Disabilities)

Characteristic: Student has difficulty remembering and following directions.

Accommodation: Repeat directions. Students who have a hard time following the
directions are often asked to repeat the directions given in their own words. This
promotes the use of their memory and helps them understand the directions in a
way that they will easily remember.

Characteristic: Student has significant difficulties in writing related to problems in

spelling as well as organizing ideas.

Accommodation: Let the student use word processing software to plan ideas
before writing. This allows the student time to organize their ideas to help them
understand what they are going to write. This supports the student in being independent
when it comes to assignments and gives them a little extra time to organize.

Dysgraphia:
A. Dysgraphia is a learning disability that affects writing, which requires a complex set of
motor and information processing skills. Dysgraphia makes the act of writing difficult. It
can lead to problems with spelling, poor handwriting and putting thoughts on paper.
People with dysgraphia can have trouble organizing letters, numbers and words on a line
or page. (NCLD)
B. This can result partly from visual-spatial difficulties: trouble processing what the eye sees
and Language processing difficulties: trouble processing and making sense of what the
ear hears. (NCLD)

Characteristic: Generally illegible writing (despite appropriate time and attention given
the task)

Accommodation: Encourage primary students to use paper with the raised lines
to keep writing on the line. This will help both the student and the teacher
 recognize the student’s work. This also teaches the student how to make their
handwriting more neat and legible.

Characteristic: Inconsistent position on page with respect to lines and margins

Accommodation: Provide the student with a laminated template of the required

format for written work. Make a cut-out where the name, date, and assignment
would go and model it next to the cutout. Place this in a folder, notebook, or a
binder where the student can reference and copy it easily for assignments.

Dyscalculia:
A. Dyscalculia refers to a wide range of lifelong learning disabilities involving math. There
is no single type of math disability. Dyscalculia can vary from person to person. And, it
can affect people differently at different stages of life.
B. Two major areas of weakness can contribute to math learning disabilities: Visual-spatial
difficulties, which result in a person having trouble processing what the eye sees and
Language processing difficulties, which result in a person having trouble processing and
making sense of what the ear hears

Characteristic: Lack of Sufficient skills in Math fundamentals.

Accommodation: Provide the student with a chart or table with basic math facts.
Allow to student to use it as a guide for homework or other assignments. This will help
them recognize math signs and symbols that they would not understand on their own.

Emotional/ Behavioral disorder

IDEA Definition:
A. The term emotional disturbance means a condition exhibiting one or more of the
following characteristics over a long period of time and marked to a degree that
adversely affects a student’s educational performance:
 a. An inability to learn which cannot be explained by intellectual,
sensory, or health factors;
b. An inability to build or maintain satisfactory interpersonal
relationships with peers and teachers;
c. Inappropriate types of behavior or feelings under normal
circumstances;
d. A general pervasive mood of unhappiness or depression;
e. A tendency to develop physical symptoms or fears associated with
personal or school problems.
B. The term includes children who are schizophrenic. It does not include children
who are social maladjusted, unless it is determined that they have an emotional
disturbance.

Characteristic: Demonstrates aggressive behavior

Accommodation: Identify a quiet area in the classroom where the student may go
when necessary. When the student becomes angry and aggressive it will help to have a
separate area for them to go and calm down. This way you can monitor the student’s
behavior and make sure the area is safe for them. You will also keep your other students
out of danger.

Characteristic: Inattentive, distractible

Accommodation: Seat the student away from any distractions such as windows,
heating or cooling vents, doors, resource areas, or other students that may disrupt the
student. This will keep the student’s distraction level to a minimum and will improve his
performance during class.

Characteristic: Difficulty working in groups

Accommodation: Allow to student to sit next to an aide, volunteer, or trained

classmate who can help maintain the student’s attention and understanding. This will help
the student from becoming easily distracted and their behavior can be monitored.

Characteristic: Does not follow or appear to care about classroom rules

Accommodation: Establish and use a hierarchy of consequences for rule

infractions. Make sure that the student understands the expectations and the
consequences. This way the student does not think that they can get away with
misbehaving and breaking the rules in the classroom. It will be a constant reminder to
them that they will get in trouble.

Characteristic: Resistance to change and transitions in routines

 Accommodation: Use a regular routine for transition. This way the student gets
comfortable with the transitions and knows what to expect. Establishing a system of
alerts and procedures to follow to get ready for another lesson, change classes, complete
an activity, go to lunch, or move to another area in the school.

Physical Impairments/ orthopedic impairments

IDEA Definition:
Orthopedic Impairment means a severe orthopedic impairment that adversely affects a
child’s educational performance. This term includes impairments caused by congenital
anomaly (e.g., clubfoot, absence of some member, etc.), impairments caused by disease
 (e.g., poliomyelitis, bone tuberculosis, etc.) and impairments from other causes (e.g.,
cerebral palsy, amputations, and fractures or burns that cause contractures)

Muscular Dystrophy:
Characteristic: Joint stiffness

Accommodation: Allow student time during or in between class to stretch out

certain body parts and move around. This will allow them to try and prevent
muscles from stiffening up. The student will have the opportunity to be as
comfortable as possible during the school day.

Characteristic: Problems with coordination and mobility

Accommodation: Make sure student has access to ramps and elevators. Some
student may be in wheelchairs while others just have trouble walking up and
down the stairs. This allows to student to access any part of the building they need
to get to.

Cerebral palsy:
Characteristic: Quadriplegia

Accommodation: Allow student to use voice and speech software. The student
uses this software by talking and it writes down what the student is saying. It
allows the student to complete assignments in an easy and timely manner.

Juvenile arthritis:
Characteristic: Pain, swelling, tenderness and stiffness of joints.

Accommodation: Provide seating arrangements to cater to the student’s specific

needs. Some students will need extra leg room and space to stretch out their limbs
that feel stiff. Other students will not be able to sit on the floor during circle time
or they may need a foot stool if their feet do not touch the floor.

Characteristic: Limited range of motion

Accommodation: Assign a buddy to assist the student in simple physical

activities they cannot do themselves. They can help them with their books,
backpacks, and their lunch.
 Visual Impairments
IDEA Definition:
A visual impairment means impairment with vision that, even with correction, adversely
affects a child’s educational performance. This includes both partial sight and blindness.
 Characteristic: Issues with reading

Accommodation: Provide student with assignments, power points, and other

forms of text in large print or in braille. This will assist the student in being able
to keep up with the rest of the class.

Characteristic: Issues with writing

Accommodation: Provide ample amount of space on worksheets for student to

answer. This will allow them to write big and not have to worry about the space to
keep the answer in.

Characteristic: Clumsiness

Accommodation: Provide the student with guidance while navigating through the
classroom/school. Try to keep little obstacles to a minimum. This will ensure
safety for the student.

Characteristic: Complete Blindness

Accommodation: Talk while you teach. Try to describe exactly what you are
doing and nonverbal messages. Let the student know when class is beginning,
when there is going to be a transition, and when each activity is coming to an end.

Characteristic: Frequent squinting, blinking, eye-rubbing, or face crunching, especially

when there’s no bright light present

Accommodation: Make sure the classroom has the appropriate amount of

lighting for the student to be comfortable throughout the school day. This will
help them from having to squint and will prevent eye irritation. An excessive
amount of light might be needed by the student so you can also provide a desk
lamp to light up their work alone.

Autism

IDEA Definition:
 A developmental disability significantly affecting verbal and nonverbal communication and
social interaction, generally evident before age three that adversely affects a child’s educational
performance.”

Characteristic: Demonstrates aggressive behavior

Accommodation: Identify a quiet area in the classroom where the student may go
when necessary. When the student becomes angry and aggressive it will help to have a
separate area for them to go and calm down. This way you can monitor the student’s
behavior and make sure the area is safe for them. You will also keep your other students
out of danger.

Characteristic: Inattentive, distractible

Accommodation: Seat the student away from any distractions such as windows,
heating or cooling vents, doors, resource areas, or other students that may disrupt the
student. This will keep the student’s distraction level to a minimum and will improve his
performance during class.

Characteristic: Difficulty working in groups

Accommodation: Allow to student to sit next to an aide, volunteer, or trained

classmate who can help maintain the student’s attention and understanding. This will help
the student from becoming easily distracted and their behavior can be monitored.

Characteristic: Student has difficulty remembering and following directions.

Accommodation: Repeat directions. Students who have a hard time following the
directions are often asked to repeat the directions given in their own words. This
promotes the use of their memory and helps them understand the directions in a
way that they will easily remember.

References
Arthritis.org. 2013. Juvenile Arthritis Facts. [online] Available at: http://www.arthritis.org/ja-
fact-sheet.php

Beech, M. (1999). Accommodations: Assisting Students with Disabilities. A Guide for Educators.
 Chealth.canoe.ca. 2013. Muscular Dystrophy - Causes, Symptoms, Treatment, Diagnosis -
Condition Factsheets - C-Health. [online] Available at:
http://chealth.canoe.ca/condition_info_details.asp?disease_id=91

Eds-resources.com. 2013. Mental Retardation: Characteristics. [online] Available at:

http://www.eds-resources.com/mrcharacteristics.htm

Education.com. 2013. Visual Impairments | Education.com. [online] Available at:

http://www.education.com/reference/article/visual-impairments1/#C

Gallaudet.edu. 2013. Emotional/Behavioral Disorders. [online] Available at:

http://www.gallaudet.edu/clerc_center/information_and_resources/info_to_go/educate_children_
(3_to_21)/students_with_disabilities/emotionalbehavioral_disorders.html

Hsutx.edu. 2013. Characteristics of Dyslexia. [online] Available at:

http://www.hsutx.edu/offices/literacy-learning/dyslexia-characteristics

Kidsgetarthritistoo.org. 2013. 504 Accomodations | Sample 504 Plans | Kids Get Arthritis Too.
[online] Available at: http://www.kidsgetarthritistoo.org/resources/educational-rights-kit/504-
accomodations-2.php

Learninginfo.org. 2013. Characteristics of Dyscalculia. [online] Available at:

http://www.learninginfo.org/characteristics-dyscalculia.htm

Levy, J. 2013. Home. [online] Available at: http://www.ncld.org

McLeskey, J. M., Rosenberg, M. S., & Westling, D. L. (2012). Cognitive Development of

Diverse Learners. Boston, MA: Pearson Learning Solutions.

Resourceroom.net. 2013. Resource Room: Accommodations & Modifications ... Dysgraphia.

[online] Available at: http://www.resourceroom.net/readspell/dysgraphia.asp

Somena.org. 2013. Characteristics of Intellectually Disabled. [online] Available at:

http://www.somena.org/showpage.aspx?PID=371