Greater Use of Assistive Technology - This can range from allowing instruction to be recorded in the classroom, to letter boards for those without the power of speech and more, depending on the Learning Disability. Click the link for more info.
Untimed Tests - especially useful for children with add/adhd and perceptual impairments. This one accommodation is overlooked frequently, It can alleviate stress BIG TIME. Essentially the accommodation can allow a child to finish a test in an alternative setting if unable to complete it due to their disability within the “normal” time. This can even be requested for the SAT, PSAT and other specialized tests.
Books on Tape - Children with processing disorders or ADD can greatly benefit from this service. If you child is an auditory learner, as mine is, or has troubles with concentration, having the book on tape while they read can be a godsend!
Provide this Student with Low-Distraction Work Areas
Provide this student with a quiet, distraction free area for quiet study time and test-taking. It is the responsibility of the teacher to take the initiative to privately and discretely (do not draw peer attention to the student) "send" this student to a quiet, distraction-free room/area for each testing session. It is important to assure that once the student begins a task requiring a quiet, distraction-free environment that no interruptions be permitted until the student is finished.
Always seat this student near the source of instruction and/or stand near student when giving instructions in order to help the student by reducing barriers and distractions between him and the lesson. For this reason it is important to encourage the student to sit near positive role models to ease the distractions from other students with challenging or diverting behaviors.
In order to reduce distractions, computers and other equipment with audio functions operated in this student’s classroom or designated work areas must be used with earphones to eliminate the sound being broadcast into the classroom or designated work area.
Always seat this student in a low-distraction work area in the classroom.
Prepare the student for transitions
Prepare the student in advance for upcoming changes to routine - field trips, transitions from one activity to another, etc.
Plan supervision during transitions – between subjects, classes, recess, lunchroom, assemblies, etc.
Prepare the student in preparing for the end of the day and going home, supervise the student’s book bag for necessary items needed for homework.
Alter Presentation of Lessons/Accommodations for assignments
Make sure all homework instruction and assignments be clear and provided in writing (not simply aloud).
Provide this student with information that is clear and in writing
Provide a consistent, predictable schedule. Post the schedule in the classroom and/or tape it to the inside of the desk or student assignment book.
Write down key words on the board to aid in note-taking during sections that are "lecture-based."
Provide the student with a legible outline before a lesson/lecture and with legible teacher’s notes of lesson/lecture.
Provide this student with a note-taker at all times to record classroom discussions and lectures.
Provide student with a weekly syllabus, in advance, of upcoming week’s assignments and lessons. Keep instruction clear and assure that instructions and assignment criteria are always provided in writing (not just out loud) by providing the student with the above requested syllabus and by writing the assignments on the board as they are given to the class.
Break the Assignments into Short, Sequential Steps
Break instructions into short, sequential steps; dividing work into smaller short "mini-assignments," building reinforcement and opportunities for feedback at the end of each segment; handing out longer assignments in segments; and, consider scheduling shorter work periods.
Provide regular guidance and appropriate supervision on planning assignments, especially extended projects that take several days or weeks to complete.
One of the most common things for children with ADD to do is to procrastinate, to miscalculate, and to avoid (unpleasant) tasks until the last minute. This is why close guidance in planning long term projects is so important. A part of the ADD spectrum of symptoms is a sort of a temporal disability where the gauging of time, and how long tasks will take are distorted.
By modeling examples of how to plan, being coached through the planning process, and through consistent practice children with ADD will gain a better sense of how to plan within a timed framework.
The goal of independence will be achieved when appropriate supports are consistently provided for and during all longer projects so the student can gradually develop independence, learn to master time management, learn better to plan ahead, and feel in control and comfortable; and so fall-out of things remembered at the last moment is significantly reduced.
Classroom and Homework Assignment Adaptations
Allow the student to begin an assignment and then go to the teacher after the first few problems are done for confirmation that he/she is doing the assignment properly, and to receive gentle correction or praise.
Encourage the use of books-on-tape to support students reading assignments (The National Library Services provides books-on-tape for individuals with disabilities - including textbooks).
Provide the student with published book summaries, synopses or digests of major reading assignments to review beforehand (example: Cliff Notes for literature studies).
Periodically, if needed, modify classroom and homework assignments (examples: student does every 2nd or 3rd problem, or have the student use a timer and draw a line across their homework page and the end of 15 minutes of sustained work).
Make a second set of books and materials available for this student to keep a back-up set at home
Alter Testing and Evaluation Procedures
Prior to the test, provide the student with specific information, in writing if necessary, about what will be on the test or quiz.
Provide the student with a practice test or quiz to study the day before the actual test or quiz. (Pre-review)
Allow the student more time to complete quizzes, tests, exams and other skill assessments when needed (including standardized tests) to eliminate possible test anxiety. Information retrieval can be complicated by ADD/LD. When more time is available to complete an assignment, test, quiz or final exam, should it be needed, memory retrieval is improved and test pressure interferes less with the ability to retrieve and express what is known.
The student will inform the teacher of his need for additional time by writing a note on the test to arrange for more time whenever he/she is unable to finish a test in the standard amount of time provided to other students.
Provide the student with other opportunities, methods or test formats to demonstrate what is known.
Allow the student to take tests or quizzes in a quiet place in order to reduce distractions.
Consider allowing this student to use a calculator when it is clear the student understands math calculation concepts.
Always allow this student to use a calculator to check his/her work.
Parental Involvement
Teachers must report to the parent any time one of theses interventions and/or accommodations seems to be ineffective so the committee can re-convene and modify the plan as needed.
Designate one teacher as the advisor/supervisor/coordinator/liaison for the student and the implementation of this plan, and who will periodically review the student’s organizational system and to whom other staff may go when they have concerns about the student; and to act as the link between home and school.
Involve parents in selection of the student’s teachers.
Use the student's planner for daily communication with the parent.
Each teacher is to send home the weekly communication sheet at the end of each school week.
Using the weekly communication sheet, inform the parent and/or advisor, in advance, when special or long-term projects are assigned.
Tips on advocating for your autistic child can be found by clicking here!
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