Appropriate Accommodations and Modifications of Regular-Classroom Program -- Grades 4-12
Pacing:
___Give extra time for classroom work and tests (__50% more time; __100% more time)
___Eliminate or limit timed tasks to skills and knowledge the student has mastered
Environment:
___Use preferential seating (e.g., in the front, close to the teacher, or close to
peer-tutor)
___Have someone else read text material to the student (e.g., a teaching assistant
or peer tutor in the classroom, a
parent at home)
___Have someone else (a scribe) write for the student, especially for moderate-to-large
amounts of writing (e.g., student dictates to the helper or parent)
___Have a classmate routinely share a copy of class notes
___Allow use of a personal ?vocabulary? notebook, a dictionary, a speller?s dictionary,
or a Franklin Speller
___Allow use of a tape recorder to record lectures, discussions, homework, tests,
reports, etc.
Presentation of Subject Material:
___Use multisensory teaching (visual, auditory, kinesthetic, tactile)
___Provide copies of information and assignments that are written on the blackboard,
or presented as overheads or
slides
___Provide typed materials, in an easy-to-read font style and size (e.g., Times New
Roman or Arial, 12 point or larger)
___Use photocopies, rather than dittos; many students have difficulty reading blue/purple
print
___Avoid using fluorescent or glossy paper
___Provide adequate space to separate lines of text
___Use papers of different colors for different worksheets and/or handouts
___Use colors on graphs when possible (e.g., besides using different colors for graphed
data, use different colors for different lines of the grid itself; the ?zero? line
might be black, the next line green, the next red, etc.)
___Simplify directions, making them more step-by-step in format
___Number sentences in directions
___Provide a box or line to the left of each direction or step, for check-off as
completed
___Highlight, bold or underline the verbs in directions (e.g., Add numbers; Circle
the answer)
___Pre-teach new, difficult vocabulary words or words essential to understanding
the text
___Explain why an activity is being done; relate it to things done in the world (so
the student understands the value
of the learning, and doesn?t consider it ?busy work?)
___Permit student to photocopy a peer?s class notes; provide a ?notetaker?
___Tape class lectures/discussions for replay by student(s)
___Provide study guides
___Emphasize critical information and key concepts; provide questions to guide reading
___Provide highlighted texts and/or outlines for reading assignments
___Use peer-tutoring or small-group work in-class (study-groups)
Assignments:
___Provide both oral directions and written instructions for assignments, homework,
tests, etc.
___Accept tape-recorded, typed, or dictated responses to assignments
___Allow oral reports or small-group presentations in lieu of written reports (if
the student feels comfortable doing this)
___Arrange special projects that allow the student to show abilities in ways that
don?t rely on reading/writing (e.g., organization, creativity, leadership, artistic,
verbal abilities)
___Use books on tape
___Allow use of either cursive writing or manuscript printing, as the student prefers
___Reduce or modify assignments that require reading/writing (fewer questions/problems;
more time to complete)
___Permit use of a Franklin Speller for assignments, reports, etc.
___Permit use of a computer or word processor for written work (spell-check & grammar-check)
___Provide editing and/or proof-reading help
___Provide homework assignments as much in advance of due date as possible (e.g.,
new spelling words on the previous Friday, if usually provided on Monday)
Testing Adaptations:
___Use oral testing, whenever possible
___Use tape-recorded tests, and allow tape-recorded answers
___Use computerized tests
___Provide practice tests when possible
___Use reduced reading-level tests; avoid complex sentence structure
___Give extra time to complete tests (__50% more time; __100% more time)
___Provide a reader and/or writer (scribe) for tests
___Read and explain written directions; have student paraphrase to assure understanding
___Use short-answer tests (e.g., true/false; multiple-choice; short-answer; matching),
rather than essay tests
___Have ?bonus? questions
___Replace tests with oral reports and/or special projects, when possible; use student
demonstration/construction/drawing/oral presentation/video to show mastery of material
___Allow student to write directly on test pages, or record answers on tape, if you
use computer-scored or separate answer-sheet testing materials
___Provide alternate (quiet) room for test-taking
Grading:
___Give credit for class participation
___Reduce weight of written exams
___Grade papers for content, not for spelling, punctuation or penmanship
___Drop the lowest grade, when calculating the average for the marking (grading)
period
___Offer extra-credit options (projects, presentations, bonus test items, etc.)
Other:
___Provide reading instructional classes during the summer
___Provide before- or after-school tutoring and/or assistance
___Work with parents, helping student reasonably & successfully complete reading/writing
tasks
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