Accommodations:
Provide accommodations that enable students to be successful.
• Extend time to allow students to complete selected tasks
• Use preferential seating to help students focus on learning
• Control misbehavior and help students remain on task by promoting students with verbal and nonverbal cues (e.g., hand signals, sign language, one work or phrases)
• Create a classroom area with limited distractions
• Develop a system to frequently monitor students understanding of academic and behavioral directions
• Help students process information thoroughly by allowing 5 seconds of “wait time” after a question is asked and after a
response is given
• Allow “wait time” when a directive is given so student can process information before responding
• Assign a peer, who is a positive role model, to serve as a partner
• Allow students a variety of outlets to demonstrate learning
• Reduce paper and pencil assignments
• Demonstrate how pencil grips, note‐taking and technology can be used as instructional tools
• Shorten assignments such as reducing the number of problems per page or the length of a writing assignment
• Separate challenging assignments into smaller, less complex tasks
• Store unnecessary items away from student’s work space to eliminate distractions
• Give incremental feedback during multi‐step tasks
• Implement non‐disruptive techniques tot accommodate a students’ need for movement
• Provide reinforcement when students demonstrate effort toward appropriate behavior
• Use verbal and auditory signals to gain attention of students
• Teach clearly defined rules and expectations using concrete examples
• Post the rules in the classroom and refer to them frequently
• Use visual, charts and models to build meaning
• Make connections between a specific rule and any misbehavior
• Provide each student a personal copy of classroom rules and/or directions for student work
• Use color, graphics, music and other multi‐sensory techniques to teach, review and/or reinforce academic and behavior concepts
• Teach students to highlight, underline and/or bold the critical points of printed material
• Offer multiple opportunities for practicing appropriate and desired behaviors
• Use graphic organizers to focus on key elements
• Provide varied opportunities for students to respond (e.g., ask questions, signal thumbs up/thumbs down, raise hands, utilize dry erase boards, etc…)
• Use technological applications to motive and to maintain student engagement Extend time to allow students to complete selected tasks
• Extend time to allow students to complete selected tasks
• Use preferential seating to help students focus on learning
• Control misbehavior and help students remain on task by promoting students with verbal and nonverbal cues (e.g., hand signals, sign language, one work or phrases)
• Create a classroom area with limited distractions
• Develop a system to frequently monitor students understanding of academic and behavioral directions
• Help students process information thoroughly by allowing 5 seconds of “wait time” after a question is asked and after a
response is given
• Allow “wait time” when a directive is given so student can process information before responding
• Assign a peer, who is a positive role model, to serve as a partner
• Allow students a variety of outlets to demonstrate learning
• Reduce paper and pencil assignments
• Demonstrate how pencil grips, note‐taking and technology can be used as instructional tools
• Shorten assignments such as reducing the number of problems per page or the length of a writing assignment
• Separate challenging assignments into smaller, less complex tasks
• Store unnecessary items away from student’s work space to eliminate distractions
• Give incremental feedback during multi‐step tasks
• Implement non‐disruptive techniques tot accommodate a students’ need for movement
• Provide reinforcement when students demonstrate effort toward appropriate behavior
• Use verbal and auditory signals to gain attention of students
• Teach clearly defined rules and expectations using concrete examples
• Post the rules in the classroom and refer to them frequently
• Use visual, charts and models to build meaning
• Make connections between a specific rule and any misbehavior
• Provide each student a personal copy of classroom rules and/or directions for student work
• Use color, graphics, music and other multi‐sensory techniques to teach, review and/or reinforce academic and behavior concepts
• Teach students to highlight, underline and/or bold the critical points of printed material
• Offer multiple opportunities for practicing appropriate and desired behaviors
• Use graphic organizers to focus on key elements
• Provide varied opportunities for students to respond (e.g., ask questions, signal thumbs up/thumbs down, raise hands, utilize dry erase boards, etc…)
• Use technological applications to motive and to maintain student engagement Extend time to allow students to complete selected tasks