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A List of Typical Special Ed. Accommodations

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Individualized accommodations are put into place to help learners at risk and students with special needs to have success in their IEP or academic program. Typcially, accommodations are listed in the student's IEP. Here is a list of suggestions for accommodations for a variety of disabilities:
  • Try ability grouping. Have a few peers that can support the student experiencing weaknesses.
  • Provide photocopied notes to avoid having these students copying from the board or chart paper
  • Make use of Graphic Organizers.
  • Provide organization tips and let parents know about the organization tips they can use to support these students at home.
  • Declutter! If your classroom is cluttered, this can be very distracting for students with needs. Declutter and help students to declutter.
  • Provide time management tips and skills. Sometimes it helps to have sticky notes on the student's desk to remind the student of how much time they have to complete tasks.
  • Tracking sheets. Provide a tracking sheet of expected assignments for the week/day.
  • Keep lessons concrete. Use visual and concrete materials as much as possible.
  • Use assistive technology when available.
  • Provide a buddy and let the buddy know what their role is - supportive.
  • Keep instructions and directions 'chunked'. Provide one step at a time, don't overload the student on too many pieces of information at once.
  • Color code items. For instance, put some red tape on a math text book along with red tape on the math note book. Color code items that help the child with organization tips and that provide information about what is needed.
  • Make sure there are visual clues around the room to help.
  • Provide extra time for the processing of information.
  • Larger size font is sometimes helpful.
  • Provide auditory supports to avoid the student from having too much text to read.
  • Give repetition and clarification regularly.
  • Provide close proximity to the teacher.
  • Seat the child away from distractions whenever possible. Think critically about seating arrangements.
  • Provide reminders on the desk - taped 100s charts, number lines, vocabulary lists, word bank lists taped alphabets for printing or writing etc.
  • Provide a study carrel or alternate place to work for specific tasks.
  • Provide scribing or a peer for scribing when necessary or utilize the speech to text software applications.
  • Give ongoing feedback.
  • Pay close attention to lighting, sometimes preferential lighting can make the world of difference.
  • Provide a 'chillax' area, a quiet location to enable the student to 'chill out or relax'.
  • Provide headphones to remove extraneous noises.
  • Let the child provide oral responses instead of written where appropriate to demonstrate understanding of concept.
  • Provide time extensions as neccessary.
Be selective when determining the accommodations that will best help the student. If the accommodations don't work after a specified period of time, try something else. Remember, the IEP is a working document and its success will depend on how closely the contents are implemented, monitored and revised to meet the student's needs.
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