Learning Disability Accommodations Finder

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checklist

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{"tool":"checklist","version":1,"description":"Accommodations Finder is a free database of accommodation ideas to help students to attain the Common Core Standards while holding those students to the same learning expectations as peers.  Accommodations are grouped under six categories: Communication, Environment, Instruction, Motivation, Self-Management, and Task. Teachers can browse the 60+ strategies in this collection to create a custom checklist with ideas suitable for a specific class, small group, or individual student. Each teacher-made accommodations checklist can be saved to a free account for later retrieval--and can also be downloaded or emailed in text or PDF format.","directions":"Click <a href=\"../../sites/default/files/pdfs/pdfs_tools/Wright_2012_Accommodations_Finder_Manual.pdf\" target=\"_blank\">HERE</a> to download the full <a href=\"../../sites/default/files/pdfs/pdfs_tools/Wright_2012_Accommodations_Finder_Manual.pdf\" target=\"_blank\">Accommodations Finder manual</a>.\n<ul>\n<li>To browse accommodation ideas, select any of the categories from the 'Select Checklist' drop-down menu. Strategies for the selected category will then load into the 'Selected Checklist' box.  </li>\n<li>Click on the arrow next to accommodation ideas that you would like to add to your customized accommodation plan and those ideas will load into the 'Your Checklist' box. Items in this box will go into your plan. You can rearrange the order in which items will appear in your plan by dragging them up or down in the 'Your Checklist' box.</li>\n</ul>","lists":[{"editable":false,"title":"Communication","description":"This category included accommodations to support better communication with and from the student.\n ","items":[{"text":"CUE IMPORTANT INFORMATION. Identify those concepts, ideas, or other academic content likely to be evaluated on upcoming tests and quizzes. During lecture or class discussion, teacher comment can draw attention to important content, while on handouts, asterisks or other visual highlighting techniques can be used to emphasize content likely to appear as test items.","notes":"International Dyslexia Association. (2002). Accommodating students with dyslexia in all classroom settings. Retrieved from http://www.interdys.org/"},{"text":"EMPHASIZE THE POSITIVE IN REQUESTS. When delivering a request, directive, or command to a student, state the request using positive phrasing (e.g., \"I will be over to help you on the assignment just as soon as you return to your seat\") rather than negative phrasing (e.g., \"I can’t help you with your assignment until you return to your seat.\"). When a request has a positive ‘spin', that teacher is less likely to trigger a power struggle and more likely to gain student compliance.","notes":"Braithwaite, R. (2001). Managing aggression. New York: Routledge."},{"text":"FOCUS ATTENTION VIA SILENT CUES. Meet with the student and agree on one or more silent teacher cues to redirect or focus the student (e.g., placing a paperclip on the student’s desk) during class instruction. Use the cue as needed. Optionally, direct the student to keep track of the number of times the cue is used and provide incentives to the student for reducing the number of teacher prompts needed.","notes":"Barkley, R. A. (2008). 80+ classroom accommodations for children or teens with ADHD. The ADHD Report, 16(4), 7-10."},{"text":"PREPARE A COURSE GLOSSARY. Create a glossary with definitions of vocabulary terms essential for the course or content area. Make copies of the glossary available to all students. Provide opportunities for struggling students to practice and demonstrate mastery of these crucial vocabulary items.","notes":"International Dyslexia Association. (2002). Accommodating students with dyslexia in all classroom settings. Retrieved from http://www.interdys.org/"},{"text":"PUBLICLY POST DIRECTIONS. Post routine directions on classroom walls or provide copies for students to refer to as needed. Format complex directions into bulleted sub-steps for posting. ","notes":"Beech, M. (2010). Accommodations: Assisting students with disabilities. Florida Department of Education. Retrieved from http://www.fldoe.org/ese/pdf/accomm-educator.pdf"},{"text":"REPEAT/REPHRASE COMMENTS. Repeat or rephrase student questions or comments to the class or group before responding.","notes":"Disability Resource Center: University of Florida (2008). Instructor fact sheet: Teaching students with hearing loss. Retrieved from http://www.dso.ufl.edu/drc/documents/hearing_loss_instructor_fact_sheet.pdf"},{"text":"SIMPLIFY DIRECTIONS. Simplify written directions on assignments and tests to the bare essentials to avoid student confusion or misunderstanding. Aim for simple vocabulary and conciseness of expression.","notes":"International Dyslexia Association. (2002). Accommodating students with dyslexia in all classroom settings. Retrieved from http://www.interdys.org/"},{"text":"USE STRONG TEACHER COMMANDS. Maximize the likelihood of student compliance with teacher commands by (1) gaining the attention of the student, (2) stating the command calmly in clear and simple language as a ‘do’ statement, (3) presenting multi-step commands one step at a time, and (4) waiting for compliance with each step before moving to the next.","notes":"Kern, L, & Clemens, N. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44(1), 65-75."}]},{"editable":false,"title":"Environment","description":"This category included accommodations in the learning environment to support the student.","items":[{"text":"ALLOW MUSIC DURING INDEPENDENT WORK. Permit the student to listen to music with earphones during independent work if this allows her or him to improve concentration and increase productivity.","notes":"Barkley, R. A. (2008). 80+ classroom accommodations for children or teens with ADHD. The ADHD Report, 16(4), 7-10."},{"text":"ARRANGE CLASSROOM SEATING. Arrange classroom seating to elicit the desired student behavior: (1) to promote higher rates of student engagement and on-task behavior, arrange seats in traditional rows facing the instructor; (2) to promote discussion and student questions, arrange seats in a semi-circle.","notes":"Kern, L, & Clemens, N. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44(1), 65-75."},{"text":"CREATE LOW-DISTRACTION WORK AREAS. For students who are off-task during independent seatwork, set up a study carrel in the corner of the room or other low-distraction work area. The teacher can then either direct the distractible student to use that area whenever independent seatwork is assigned or can permit the student to choose when to use the area.","notes":"U.S. Department of Education (2004). Teaching children with attention deficit hyperactivity disorder: Instructional strategies and practices. Retrieved fromhttp://www.ed.gov/teachers/needs/speced/adhd/adhd-resource-pt2.doc"},{"text":"DIRECTIONS: ASSIGN A BUDDY. Assign a study buddy who is willing and able to repeat and explain directions to the student.","notes":"Beech, M. (2010). Accommodations: Assisting students with disabilities. Florida Department of Education. Retrieved from http://www.fldoe.org/ese/pdf/accomm-educator.pdf"},{"text":"PROVIDE APPROPRIATE OUTLETS FOR PHYSICAL MOVEMENT. To accommodate the student who is fidgety or has a greater need than peers for physical movement, negotiate with the student appropriate outlets for movement. For example, the teacher and student may agree that it is acceptable for the student to stand when completing independent work at his or her desk.","notes":"Barkley, R. A. (2008). 80+ classroom accommodations for children or teens with ADHD. The ADHD Report, 16(4), 7-10."},{"text":"PROVIDE CLASSROOM STORAGE SPACE. Provide the student with a section of shelf or container in the classroom to store work materials required for class.","notes":"Beech, M. (2010). Accommodations: Assisting students with disabilities. Florida Department of Education. Retrieved from http://www.fldoe.org/ese/pdf/accomm-educator.pdf"},{"text":"PROVIDE MISSING WORK MATERIALS. Provide reasonable work materials (e.g., paper, writing utensil) for students who forget to bring them to class. Rather than withhold work materials from the habitually unprepared student, devise other appropriate consequences for missing materials (e.g., incentives for students who come to class prepared; deductions in global ‘effort’ grade for unprepared students).","notes":"Skinner, C. H., Pappas, D. N., & Davis, K. A. (2005). Enhancing academic engagement: Providing opportunities for responding and influencing students to choose to respond. Psychology in the Schools, 42, 389-403."},{"text":"USE PREFERENTIAL SEATING. Seat the student in a classroom location that minimizes distractions and maximizes the ability to focus on the teacher’s instruction. When possible, the student should be consulted and offered two or more seating choices. Also, preferential seating should be presented as a support, not as a punitive response to student misbehavior or inattention.","notes":"International Dyslexia Association. (2002). Accommodating students with dyslexia in all classroom settings. Retrieved from http://www.interdys.org/"}]},{"editable":false,"title":"Instruction","description":"This category included accommodations to instruction to support the student.","items":[{"text":"ADJUST INSTRUCTIONAL MATCH. Verify that the student possesses the required skills to understand course instruction and complete academic tasks assigned as in-class work or homework. If necessary, provide additional instruction (e.g., via tutoring sessions with a peer or instructor) or other supports to enable the student to meet academic expectations.","notes":"Kern, L, & Clemens, N. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44(1), 65-75."},{"text":"CHUNK CLASSWORK AND INCLUDE BREAKS. Break up lectures or student work sessions into smaller chunks and include brief breaks to sustain student attention.","notes":"Barkley, R. A. (2008). 80+ classroom accommodations for children or teens with ADHD. The ADHD Report, 16(4), 7-10."},{"text":"CLASS NOTES: CREATE GUIDED NOTES. Prepare a copy of notes summarizing content from a class lecture or assigned reading—with blanks inserted in the notes where key facts or concepts should appear. As information is covered during lecture or in a reading assignment, the student writes missing content into blanks to complete the guided notes.","notes":"Konrad, M., Joseph, L. M., & Eveleigh, E. (2009). A meta-analytic review of guided notes. Education and Treatment of Children, 32, 421-444."},{"text":"CLASS NOTES: PROVIDE A STUDENT COPY. Provide a copy of class notes to allow the student to focus more fully on the lecture and class discussion. This strategy can be strengthened by requiring that the student highlight key vocabulary terms appearing in the prepared notes as they are brought up in the lecture or discussion.","notes":"International Dyslexia Association. (2002). Accommodating students with dyslexia in all classroom settings. Retrieved from http://www.interdys.org/"},{"text":"CLASS NOTES: PROVIDE LECTURE OUTLINE. Make up an outline of the lecture to share with students. Encourage students to use the elements of the outline to help to structure their class notes and to ensure that their notes do not omit important information.","notes":"International Dyslexia Association. (2002). Accommodating students with dyslexia in all classroom settings. Retrieved from http://www.interdys.org/"},{"text":"INCREASE OPPORTUNITIES TO RESPOND. Provide the student with increased classroom opportunities for active academic responding. Examples of active student responding are reading aloud, responding in writing or orally to a teacher question, and collaborating with a peer to solve a math problem.","notes":"Kern, L, & Clemens, N. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44(1), 65-75."},{"text":"INTERSPERSE LOW- AND HIGH-INTEREST ACTIVITIES. When structuring a lesson, switch between less-appealing and more-appealing activities in short spans to hold student interest.","notes":"Barkley, R. A. (2008). 80+ classroom accommodations for children or teens with ADHD. The ADHD Report, 16(4), 7-10."},{"text":"LECTURE: SUMMARIZE OFTEN. When lecturing, review and reinforce student understanding through repetition, paraphrase, and frequent summarization of important points.","notes":"Beech, M. (2010). Accommodations: Assisting students with disabilities. Florida Department of Education. Retrieved from http://www.fldoe.org/ese/pdf/accomm-educator.pdf"},{"text":"LECTURE: TIE INFORMATION TO COURSE READINGS. When presenting important course concepts during lecture, explicitly link that content to page references in the course text or other assigned readings that also cover that information. In class notes, also link important information to the course text by page number.","notes":"Beech, M. (2010). Accommodations: Assisting students with disabilities. Florida Department of Education. Retrieved from http://www.fldoe.org/ese/pdf/accomm-educator.pdf"},{"text":"MATCH WORK TO PEAK ENERGY PERIODS. Schedule the most challenging academic subjects, tasks, or activities when students’ energy levels are highest (e.g., at the start of the day or class period).","notes":"Barkley, R. A. (2008). 80+ classroom accommodations for children or teens with ADHD. The ADHD Report, 16(4), 7-10."},{"text":"PREPARE READING GUIDES. Develop reading guides to help students to better access demanding texts in the course or content area. Reading guides provide a general map of the text, summarize main ideas and key details presented, and offer tips and pose questions to alert the reader to important content. Depending on student needs, reading guides can deal broadly with whole sections of a text or focus more specifically on chapters or sub-chapters.","notes":"International Dyslexia Association. (2002). Accommodating students with dyslexia in all classroom settings. Retrieved from http://www.interdys.org/"},{"text":"PREPARE WEEKLY HOMEWORK ASSIGNMENTS. Share weekly listings of upcoming homework assignments with the student. Also, ensure that these homework assignments are shared with the student’s parent(s), to help them to support their child’s homework completion.","notes":"Barkley, R. A. (2008). 80+ classroom accommodations for children or teens with ADHD. The ADHD Report, 16(4), 7-10."},{"text":"SET A REASONABLE HOMEWORK QUOTA. Limit homework to a manageable amount of work. Use this formula to estimate an appropriate homework load: 10 minutes times the student’s grade level equals an appropriate TOTAL time devoted to nightly homework.","notes":"Barkley, R. A. (2008). 80+ classroom accommodations for children or teens with ADHD. The ADHD Report, 16(4), 7-10."},{"text":"TEST: ALLOW EXTRA TIME. For tests that evaluate student knowledge or skills but do not formally assess speed/fluency with fixed time limits, allow all students a reasonable amount of additional time if needed.","notes":"Nelson, J. (2000). Student preferences for adaptations in classroom testing. Remedial & Special Education, 21, 21, 41-52."},{"text":"TEST: ALLOW OPEN-BOOK/OPEN-NOTES. In situations in which students are being tested on their ability to apply – rather than memorize—course information or concepts, allow students full access to their textbooks and/or notes during the test.","notes":"Nelson, J. (2000). Student preferences for adaptations in classroom testing. Remedial & Special Education, 21, 21, 41-52."},{"text":"TEST: EVALUATE MORE FREQUENTLY. Assess student mastery of course content frequently (e.g., weekly) through shorter quizzes in place of less–frequent, more-comprehensive tests. More frequent, smaller assessments can make study more manageable for students, build strong habits of continual study and review, and provide more formative assessment information for the teacher.","notes":"Nelson, J. (2000). Student preferences for adaptations in classroom testing. Remedial & Special Education, 21, 21, 41-52."},{"text":"TEST: HIGHLIGHT KEY WORDS IN DIRECTIONS. When preparing test directions, highlight key words or phrases in bold or underline to draw student attention.","notes":"Nelson, J. (2000). Student preferences for adaptations in classroom testing. Remedial & Special Education, 21, 21, 41-52."},{"text":"TEST: PRACTICE UNDER TEST CONDITIONS. Create practice tests that mimic the actual test in format and environmental conditions (e.g., with time limits). Have the student complete practice tests to build endurance, reduce test anxiety.","notes":"Beech, M. (2010). Accommodations: Assisting students with disabilities. Florida Department of Education. Retrieved from http://www.fldoe.org/ese/pdf/accomm-educator.pdf"},{"text":"TEST: PROVIDE EXTRA SPACE. Format tests with extra space to write answers. This formatting change has two advantages: (1) it can accommodate students who have difficulty writing in small spaces due to fine-motor issues, and (2) it can result in a neater test that looks less crowded and therefore less intimidating.","notes":"Nelson, J. (2000). Student preferences for adaptations in classroom testing. Remedial & Special Education, 21, 21, 41-52."},{"text":"USE GRAPHIC ORGANIZERS. Select the graphic organizer(s) (e.g., outline, chart, or other visual representation) most appropriate to help the student to better understand course content by noting key ideas, recording important details, making specific connections between concepts, etc. To adequately use graphic organizers, students should first be explicitly trained in their use. Teachers should also require that students turn in completed organizers periodically to monitor their use and effectiveness.","notes":"International Dyslexia Association. (2002). Accommodating students with dyslexia in all classroom settings. Retrieved from http://www.interdys.org/"},{"text":"USE WHITEBOARDS FOR STUDENT RESPONDING. Reduce impulsive responding and increase student participation by providing all students with small white boards and markers. The teacher (1) poses a question, (2) directs students to write their answers on whiteboards, and then (3) prompts all students in unison to hold up their whiteboards for teacher review.","notes":"Barkley, R. A. (2008). 80+ classroom accommodations for children or teens with ADHD. The ADHD Report, 16(4), 7-10."}]},{"editable":false,"title":"Motivation","description":"This category included accommodations to motivate the student.","items":[{"text":"INCORPORATE STUDENT INTERESTS. Structure or rework instruction or academic tasks to incorporate topics of student interests. If students are interested in NASCAR or fashion, for example, the teacher can work these topics into writing or math lessons.","notes":"Kern, L, & Clemens, N. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44(1), 65-75."},{"text":"OFFER CHOICE IN MODES OF TASK COMPLETION. Allow the student two or more choices for completing a given academic task. For example, a student may be given the option to use a computer keyboard to write an essay instead of writing it by hand -- or to respond orally to math-facts on flashcards rather than recording answers on a math worksheet.","notes":"Kern, L, & Clemens, N. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44(1), 65-75."},{"text":"OFFER CHOICE VIA ASSIGNMENT SUBSTITUTION. Present the student with two or more alternative activities to choose from that contain equivalent academic requirements. For example, an instructor who wants students to review a chapter of the course textbook might allow them the choices of reading the passage independently or discussing that passage in a structured cooperative learning activity.","notes":"Kern, L, & Clemens, N. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44(1), 65-75."},{"text":"OFFER CHOICE: TASK SEQUENCE. When the student has several tasks to complete during independent work time, allow the student to select the order in which she or he will complete those tasks. When the student begins the independent work, provide encouragement and prompting as needed to keep the student engaged.","notes":"Kern, L., Bambara, L., & Fogt, J. (2002). Class-wide curricular modification to improve the behavior of students with emotional or behavioral disorders. Behavioral Disorders, 27, 317-326."},{"text":"PROVIDE ADULT ATTENTION. Provide the student with brief, regular, repeated doses of positive adult attention (‘scheduled attention’) at times when the student is behaving appropriately. Examples of positive teacher attention are greetings, brief conversations, encouraging notes written on assignments, and non-verbal signals (e.g., thumbs-up).","notes":"Kern, L, & Clemens, N. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44(1), 65-75."},{"text":"REWARD ACCURACY AND EFFORT FOR BEGINNING LEARNERS. For the student just acquiring an academic skill who is not yet proficient, provide encouragement and/or incentives for overall effort and accuracy of any work completed-- rather than focusing on speed or total number of problems finished.","notes":"Barkley, R. A. (2008). 80+ classroom accommodations for children or teens with ADHD. The ADHD Report, 16(4), 7-10."}]},{"editable":false,"title":"Self-Management","description":"This category included accommodations to help the student to self-manage his or her learning.","items":[{"text":"ASSIGN A ‘FALL-BACK’ PEER. Choose a peer whom the student can call or email to get details about missing or lost homework assignments.","notes":"Barkley, R. A. (2008). 80+ classroom accommodations for children or teens with ADHD. The ADHD Report, 16(4), 7-10."},{"text":"CREATE STUDENT ORGANZATION FOLDER. Help the student to create a work folder to organizer materials for a course or content area. The folder should include dividers and color-coding to organize materials by subject or topic.","notes":"Beech, M. (2010). Accommodations: Assisting students with disabilities. Florida Department of Education. Retrieved from http://www.fldoe.org/ese/pdf/accomm-educator.pdf"},{"text":"DEVELOP A STUDENT SELF-CHECK ERROR CHECKLIST. Meet with the student and generate a short list of the most common errors that the student habitually makes on course assignments (e.g., ‘In writing assignments, some words are illegible’, ‘Not all words at sentence beginning are capitalized’.) Format that list as a customized error-correction checklist. Instruct the student to review completed assignments using the error-correction checklist before turning in the work.","notes":"Beech, M. (2010). Accommodations: Assisting students with disabilities. Florida Department of Education. Retrieved from http://www.fldoe.org/ese/pdf/accomm-educator.pdf"},{"text":"HIGHLIGHT ESSENTIAL MATERIAL. Have the student use a highlighter to identify key ideas and vocabulary in text. If necessary, train the student in the skill of highlighting only essential material (e.g., with the teacher initially highlighting a text selection and comparing her/his highlights to those of the student).","notes":"International Dyslexia Association. (2002). Accommodating students with dyslexia in all classroom settings. Retrieved from http://www.interdys.org/"},{"text":"PROMOTE STUDENT-DEVELOPED STUDY SCHEDULES. Sit with the student to develop daily (and perhaps weekly and monthly) schedules to study material from a course or content-area. Meet periodically with the student to update these study schedules, gradually placing full responsibility on the student to create the schedule independently and bring to the instructor for review.","notes":"Gettinger, M., & Seibert, J. K. (2002). Contributions of study skills to academic competence. School Psychology Review, 31, 350-365."},{"text":"PROVIDE SCHEDULES/AGENDAS. Provide the student with an academic agenda or schedule for the class period or school day. This agenda outlines the instructional activities, independent assignments, and other tasks to be covered during the period, as well as their approximate duration. Preview the schedule with students to prepare them for upcoming activities. To forestall problem behaviors that might arise during a long or challenging activity, refer to the schedule at several points during the activity in order both to remind students of the time remaining and (perhaps) to describe the next activity to follow. Prepare students with a brief prompt/warning to prepare them for upcoming transitions between activities.","notes":"Kern, L, & Clemens, N. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44(1), 65-75."},{"text":"SELF-MONITOR STUDENT GOALS. Meet with the student to develop one or more classroom performance goals (e.g., arriving to class on time; completing independent assignments; participating in class discussion). Have the student monitor and chart her or his performance during each class period. Meet periodically with the student to review performance.","notes":"Barkley, R. A. (2008). 80+ classroom accommodations for children or teens with ADHD. The ADHD Report, 16(4), 7-10."},{"text":"TRAIN THE STUDENT IN BASIC STUDY HABITS. Share study tips with the student, including these recommendations: (1) Schedule the most difficult academic tasks and content for times when the student has peak energy; (2) break larger assignments into smaller, more manageable chunks; (3) mix and vary study tasks (e.g., reading writing) to avoid monotony; (4) show flexibility in updating the study schedule to accommodate unforeseen interruptions or unexpected windfalls of study time.","notes":"Gettinger, M., & Seibert, J. K. (2002). Contributions of study skills to academic competence. School Psychology Review, 31, 350-365."},{"text":"TRAIN THE STUDENT TO REQUEST ASSISTANCE. Meet with the student and share your expectations for when and how he or she should request help during independent work. This training is likely to include these elements: (1) providing the student with simple fix-up skills to use when stuck; (2) self-identifying when the student needs outside assistance (e.g., ‘If you have worked for more than five minutes on a math problem and are still not sure what to do, it’s time to get help.’); and (3) guidelines for seeking additional assistance (e.g., ‘First, ask a peer for help. If you are still stuck, come to my desk for help.’). Create a checklist with the assistance steps and tape it to the student’s desk, place into his or her work folder, or post on the wall.","notes":" Beech, M. (2010). Accommodations: Assisting students with disabilities. Florida Department of Education. Retrieved from http://www.fldoe.org/ese/pdf/accomm-educator.pdf"},{"text":"USE ‘VISUAL BLOCKERS’. Encourage the student to reduce distractions on assignments by using a blank sheet of paper or similar aid to cover sections of the page that the student is not currently working on.","notes":"International Dyslexia Association. (2002). Accommodating students with dyslexia in all classroom settings. Retrieved from http://www.interdys.org/"},{"text":"USE DAILY HOMEWORK ASSIGNMENT SHEET. Create an assignment sheet for the student to record daily homework assignments. The sheet should include columns to record individual homework tasks, materials needed for each task, an estimated amount of time needed to complete each task, and whether the student actually completes and turns in each assignment task. Optionally, have the student collect completed homework assignment sheets and turn them in each week to verify that they are being used.","notes":"Barkley, R. A. (2008). 80+ classroom accommodations for children or teens with ADHD. The ADHD Report, 16(4), 7-10."}]},{"editable":false,"title":"Task","description":"This category included accommodations to the academic task to support the student.","items":[{"text":"ALLOW EXTRA WORK TIME. Allow the student additional time to complete an in-class activity or assignment. Particularly for longer assignments, the instructor may want to announce to students at the start the amount of extra time available for those that need it.","notes":"International Dyslexia Association. (2002). Accommodating students with dyslexia in all classroom settings. Retrieved from http://www.interdys.org/"},{"text":"ELIMINATE BUSY WORK: Decrease the student’s class or homework to include just the essential tasks needed to master course or topic content. Maintain high academic standards but eliminate any ‘busy’ work not required for student success.","notes":"Barkley, R. A. (2008). 80+ classroom accommodations for children or teens with ADHD. The ADHD Report, 16(4), 7-10."},{"text":"FORMULATE STUDENT-SEATWORK GOALS. Before beginning an in-class or homework assignment, have the student set a work goal (e.g., to complete 20 math computation problems; to write an introductory paragraph for an essay). Later, check in with the student to see whether the goal(s) were successfully attained.","notes":"Barkley, R. A. (2008). 80+ classroom accommodations for children or teens with ADHD. The ADHD Report, 16(4), 7-10."},{"text":"GIVE AN ASSIGNMENT HEAD-START. Allow students who require extra time to complete a lengthy or involved assignment to start it early to secure additional time to complete the task.","notes":"Beech, M. (2010). Accommodations: Assisting students with disabilities. Florida Department of Education. Retrieved from http://www.fldoe.org/ese/pdf/accomm-educator.pdf"},{"text":"HIGHLIGHT TEXTBOOK INFORMATION. Encourage the student to use post-it notes and/or erasable highlighter to highlight important information in the course textbook.","notes":"Beech, M. (2010). Accommodations: Assisting students with disabilities. Florida Department of Education. Retrieved from http://www.fldoe.org/ese/pdf/accomm-educator.pdf"},{"text":"PROVIDE A WORK PLAN. Provide a Formal Work Plan. In advance of more complex assignments such as research papers, give the student an outline of a work plan for completing those assignments. The plan breaks a larger assignment into appropriate sub-steps (e.g., ‘find five research articles for the paper’, ‘summarize key information from research articles into notes’, etc.). For each sub-step, the plan provides (1) an estimate of the minimum amount of ‘seat time’ required to complete it and (2) sets a calendar-date deadline for completion. The teacher then touches base with the student at least weekly to ensure that the student is staying current with the work plan. TIPE: Over time, the teacher can transfer increasing responsibility for generating work plans to the student.","notes":"Beech, M. (2010). Accommodations: Assisting students with disabilities. Florida Department of Education. Retrieved from http://www.fldoe.org/ese/pdf/accomm-educator.pdf"},{"text":"PROVIDE TEXTS WITH EASIER READABILITY. Locate alternative texts for course readings that have the same vocabulary and concepts as the standard text(s) but are written at a lower reading level. Allow students to select the easier texts as substitutes or as supplemental course readings.","notes":"Beech, M. (2010). Accommodations: Assisting students with disabilities. Florida Department of Education. Retrieved from http://www.fldoe.org/ese/pdf/accomm-educator.pdf"},{"text":"PROVIDE WORK SAMPLES AND EXEMPLARS. Provide samples of successfully completed academic items (e.g., math computation or word problems) or exemplars (e.g., samples of well-written paragraphs or essays) for the student to refer to when working independently.","notes":"International Dyslexia Association. (2002). Accommodating students with dyslexia in all classroom settings. Retrieved from http://www.interdys.org/"},{"text":"RESPONSE EFFORT: CHUNK INDIVIDUAL ASSIGNMENTS. To reduce the response effort for a particular student, break a larger in-class or homework assignment into smaller ‘chunks’. Optionally, the teacher can then provide the student with performance feedback and praise for each completed ‘chunk’ of assigned work.","notes":"Skinner, C. H., Pappas, D. N., & Davis, K. A. (2005). Enhancing academic engagement: Providing opportunities for responding and influencing students to choose to respond. Psychology in the Schools, 42, 389-403."},{"text":"RESPONSE EFFORT: START ASSIGNED READINGS IN CLASS. Whenever students are assigned a challenging text to read independently (e.g., as homework), have either the teacher or other skilled reader (e.g., student) read the first few paragraphs of the assigned reading aloud while the class follows along silently in their own texts. Students are then expected to read the remainder of the text on their own.","notes":"Skinner, C. H., Pappas, D. N., & Davis, K. A. (2005). Enhancing academic engagement: Providing opportunities for responding and influencing students to choose to respond. Psychology in the Schools, 42, 389-403."},{"text":"RESPONSE EFFORT: START CHALLENGING HOMEWORK ASSIGNMENTS IN CLASS. When assigning challenging homework, pair students off or divide into groups and give them a small amount of class time to begin the homework together, develop a plan for completing the homework, formulate questions about the homework, or engage in other activities to create the necessary momentum to motivate students then to complete the work independently.","notes":"Skinner, C. H., Pappas, D. N., & Davis, K. A. (2005). Enhancing academic engagement: Providing opportunities for responding and influencing students to choose to respond. Psychology in the Schools, 42, 389-403."},{"text":"STRUCTURE ASSIGNMENTSFOR INITIAL SUCCESS. Promote student motivation on worksheets and independent assignments by presenting easier items first and more challenging items later on the sheet or assignment. Placing easier problems or questions first provide both skills practice and reinforcement to the student.","notes":"International Dyslexia Association. (2002). Accommodating students with dyslexia in all classroom settings. Retrieved from http://www.interdys.org/"},{"text":"USE A PEER TO HELP IN STARTING ASSIGNMENTS. If a student finds it difficult to get organized and begin independent seatwork activities, select a supportive peer or adult in the classroom who can get the student organized and started on the assignment.","notes":"Skinner, C. H., Pappas, D. N., & Davis, K. A. (2005). Enhancing academic engagement: Providing opportunities for responding and influencing students to choose to respond. Psychology in the Schools, 42, 389-403."},{"text":"WORKSHEETS: GIVE TWO COPIES. Provide the student with two copies of worksheets. The student can use the first as a ‘draft’ and the second as the final, neat copy to be turned in to the teacher.","notes":"Beech, M. (2010). Accommodations: Assisting students with disabilities. Florida Department of Education. Retrieved from http://www.fldoe.org/ese/pdf/accomm-educator.pdf"}]}],"reports":[{"id":1342151660229,"title":"Accommodations: Citations","description":"This report lists selected accommodations in one column and research citations for each in the next column. A third column includes a space to write notes.","columns":[{"header":"Accommodation","type":"item","width":15},{"header":"Research Citation","type":"notes","width":10},{"header":"NOTES","type":"blank","width":10}]},{"id":1342128604740,"title":"Accommodations: List","description":"This listing of accommodations includes a blank column for the teacher, other educator, parent, or student to jot notes next to each strategy.","columns":[{"header":"Accommodation","type":"item","width":20},{"header":"NOTES","type":"blank","width":10}]},{"id":1344457210381,"title":"Accommodations: Online Notes","description":"This report lists accommodations in the first column and online notes added by the user in the second column.","columns":[{"header":"Accommodation","type":"item","width":10},{"header":"Online Notes Added by User","type":"user","width":10}]}]}