105 Effective Accommodations
  1. Display examples. 
  2. Provide study questions. 
  3. Vary working surfaces (e.g. floor or whiteboard). 
  4. Simplify and/or shorten instructions.
  5. Give both oral and written directions.
  6. Have student repeat directions.
  7. Have student repeat lesson objectives.
  8. Ask frequent questions. 
  9. Change the question level. 
  10. Change response format (e.g. from verbal to physical, from saying to pointing.)
  11. Provide sequential directions (label as 1st, 2nd, etc.).
  12. Use verbal cues (e.g. ‘This is important’ or ‘Don’t write this down’). 
  13. Shorten project assignments into daily tasks. 
  14. Number (order) assignments to be completed. 
  15. Highlight instructions. 
  16. Highlight relevant words/features.
  17. Use picture directions. 
  18. Use private signals for reminders.
  19. Increase allocated time. 
  20. Provide frequent reviews.
  21. Provide content outlines.
  22. Adapt test items for differing response methods.
  23. Provide visual cues (e.g. posters, desktop
  24. Use storyboards.
  25. Block out extraneous stimuli on written material.
  26. Record directions.
  27. Establish a rationale for learning.
  28. Record student responses.
  29. Use a study guide.
  30. Provide vocabulary list with definitions for content material.
  31. Provide discussion questions before reading question.
  32. Call student’s name before asking a question.
  33. Use peer-mediated strategies, (e.g. buddy system).
  34. Rearrange student groups (according to instructional needs, role models, etc.).
  35. Provide content/lecture summaries.
  36. Color code materials/directions.
  37. Use video to support text.
  38. Provide functional tasks (relate to child’s environment).
  39. Enlarge or highlight key words on test items.
  40. Teach key direction words.
  41. Substitute projects for written work.
  42. Repeat major points.
  43. Have student summarize at end of the lesson.
  44. Allow for extra credit.
  45. Teach varied reading rates (e.g. scanning, skimming, etc.).
  46. Use audiobooks.
  47. Incorporate currently popular themes/characters into assignments for motivation.
  48. Use physical cues while speaking (e.g. 1, 2, 3, etc.).
  49. Pause during speaking.
  50. Assign only one task at a time.
  51. Change the tone of voice, whisper, etc.
  52. Change far-point to near-point material for copying or review.
  53. Allow extra time for written responses.
  54. Provide a hard copy of class notes.
  55. Use extra spaces between lines of print.
  56. Provide pencil grips.
  57. Use activity sheets that require minimal writing.
  58. Allow student to dictate answers.
  59. Do only odd or even numbered items on a large task sheet.
  60. Reduce the number of items on a task.
  61. Write out math charts or draw sketches to solve problems.
  62. Use manipulatives such as coins, blocks, toothpicks, rulers, puzzles, measuring cups, etc.
  63. Use dotted lines to line up math problems or show margins.
  64. Use graph paper for place value or when adding or subtracting two-digit numbers.
  65. Color code place value tasks.
  66. Circle math computation signs such as +, -, x, and etc.
  67. Break story problems into smaller steps.
  68. Provide calculators.
  69. Give directions in small steps.
  70. Use mnemonic devices for memorization.
  71. Provide an essential fact list to study for test.
  72. Reorganize tests to go from easy to hard.
  73. Allow extended time to take a test.
  74. Allow test to be taken in a different location.
  75. Allow a test to be taken orally instead of written.
  76. Provide a specific location for turning in work.
  77. Provide a timer for students to use to manage tasks.
  78. Put desk close to the whiteboard.
  79. Collect notebooks weekly (periodically) to review students notes.
  80. Provide organizers (e.g. cartons/bins) for desk materials.
  81. Check that all homework/assignments are written correctly in planner, calendar, or homework book.
  82. Provide daily and weekly assignment sheets.
  83. Post daily/weekly schedule.
  84. Seat student away from doors and windows.
  85. Establish routines for handing work in, doing a project, etc.
  86. Use hand signals to cue behavior (e.g. attention, responding, etc.).
  87. Incorporate breaks.
  88. Use specific rather than general praise.
  89. Include positive reinforcement and incentives.
  90. Increase or delay reinforcement frequency.
  91. Use calming down or relaxation techniques.
  92. Provide transition directions and use signals for transitions in advance.
  93. Monitor closely during transitions.
  94. Provide headsets to muffle noise.
  95. Seat student near model (student or teacher).
  96. Assign a safe place for “cooling down” or “regrouping” when student becomes frustrated.
  97. Teach self-monitoring.
  98. Use behavioral contracts.
  99. Establish rules and review them frequently.
  100. Allow the use of a computer, apps, and other assistive technology.
  101. Use large print.
  102. Provide magnification.
  103. Provide braille.
  104. Use American Sign Language.
  105. Provide textbooks or materials over summer at home.