100 Effective Accommodations
- Provide study carrels.
- Use room dividers.
- Provide headsets to muffle noise.
- Seat student away from doors and windows.
- Seat student near model (student or teacher).
- Provide a time-out area.
- Rearrange student groups (according to instructional needs, role models, etc.).
- Group for cooperative learning.
- Vary working surfaces (e.g. floor or white board).
- Simplify and/or shorten instructions.
- Give both oral and written directions.
- Have student repeat directions.
- Have student repeat lesson objective.
- Ask frequent questions.
- Change question level.
- Change response format (e.g. from verbal to physical, from saying to pointing.)
- Provide sequential directions (label as 1st, 2nd, etc.).
- Use manipulatives.
- Alter objective criterion level.
- Provide functional tasks (relate to child’s environment.)
- Reduce number of items on a task.
- Highlight relevant words/features.
- Use rebus (picture) directions.
- Provide guided practice.
- Provide more practice trials.
- Increase allocated time.
- Use a strategy approach.
- Change reinforcers.
- Increase reinforcement frequency.
- Delay reinforcement.
- Increase wait time.
- Use physical warm-up exercises.
- Use specific rather than general praise.
- Have a peer tutor program.
- Provide frequent review
- Have student summarize at end of lesson.
- Use self-correcting materials.
- Adapt test items for differing response methods.
- Provide mnemonic devices.
- Provide tangible reinforcers.
- Use behavioral contracts
- Establish routines for handing work in, heading papers, etc.
- Use timers to show allocated time.
- Teach self-monitoring.
- Provide visual cues (e.g. posters, desktop number lines, etc.).
- Block out extraneous stimuli on written material.
- Tape record directions.
- Tape record student responses.
- Use a study guide.
- Provide critical vocabulary list for content material.
- Provide essential fact list.
- Use clock faces to show classroom times.
- Use dotted lines to line up math problems or show margins.
- Provide transition directions.
- Assign only one task at a time.
- Provide discussion questions before reading.
- Use word markers to guide reading.
- Alter sequence of presentation.
- Enlarge or highlight key words on test items.
- Provide daily and weekly assignment sheets.
- Post daily/weekly schedule.
- Use graph paper for place value or when adding or subtracting two-digit numbers.
- Provide anticipation cues.
- Establish rules and review frequently.
- Teach key direction words.
- Use distributed practice.
- Provide pencil grips.
- Tape paper to desk
- Shorten project assignments into daily tasks.
- Segment directions.
- Number (order) assignments to be completed.
- Change far-point to near-point material for copying or review.
- Put desk close to blackboard.
- Incorporate currently popular themes/characters into assignments for motivation.
- Repeat major points.
- Use physical cues while speaking (e.g. 1, 2, 3, etc.).
- Pause during speaking.
- Use verbal cues (e.g., ‘Don’t write this down,’ ‘This is important’).
- Change tone of voice, whisper, etc.
- Use an honor system.
- Collect notebooks weekly (periodically) to review student’s notes.
- Reorganize tests to go from easy to hard.
- Color code place value tasks.
- Use self-teaching materials.
- Do only odd or even numbered items on a large task sheet.
- Use primary typewriter or large print for written material.
- Provide organizers (e.g. cartons/bins) for desk materials.
- Teach varied reading rates (e.g. scanning, skimming, etc.).
- Provide content/lecture summaries.
- Use peer-medicated strategies, (e.g. buddy-system).
- Call student’s name before asking a question.
- Use extra spaces between lines of print.
- Color code materials/directions.
- Use raised-line paper.
- Provide calculators.
- Circle math computation sign.
- Use hand signals to cue behavior (e.g. attention, responding, etc.).
- Establish a rationale for learning.
- Use advance organizers.
- Help students develop their own learning strategies.