Disability Specific

Accommodation And
Adaptations
Presented by:

Tagudando, Kristal Claire H.

Buergo, Sophia Marielle D.
Specific accommodations and adaptations are
important because they ensure individuals with
disabilities have equal access to opportunities and can
participate fully in education, work, and society.

Tailoring these supports to the person's unique needs

promotes independence, fairness, and inclusion.

Without these adaptations, people with disabilities may

face significant barriers to success and well-being.
Assistive Teaching Aids
and Adaptations for

Intellectual Disability
 Objects/Pictures
Use real items or images to explain ideas.

Picture Communication Systems

(PCS)
Visual aids that use pictures
or symbols to represent words,
phrases, or concepts, making
communication easier to help
individuals communicate and
learn.
Sight words/Flash cards of words/pictures.
Create cards with common
words and matching
pictures to help students
recognize and remember
words.

Colour coding

Use different colors to organize information. For instance, write math problems in blue
and reading tasks in red to help students distinguish between subjects.

MATH PROBLEMS READING TASK

 Tactile materials
Provide materials that students can touch and feel, like textured letters or shapes, to
enhance learning through touch.
(Tactile Labels)

Braille
Raised line drawings in Sketchpad
(Tactile Graphics) Abacus
(3D Model) Tactile Sticker

Other types of Tactile materials

Real Objects (Realia) - Unaltered objects from the environment (e.g., cutlery, leaves, fabric).
Tactile Books - Books with tactile pictures and/or objects
Tactile Kits - Kits with tools like compasses, protractors, rulers, and raised-line drawing kits
Sensory Materials - Materials designed to stimulate the senses, such as textured balls, putty, or fidget toys
 Adapted Worksheets Use clear, concise, and straightforward language. Avoid
complex sentences and jargon (special words or
expressions) to ensure instructions and content are easily
understood.
Draw a line to connect each picture with the right sense word.

Verbal Descriptions

Clearly describe tasks or

concepts using simple
language to ensure that
students understand.
 Models
Use physical models, such as a globe to teach geography, offering concrete
representations of abstract ideas.

Skeleton model
Water Cycle Model (made by Cardboard)
Globe Solar System model
(made by Cardboard)

Real life objects

Break down complex ideas into simpler, real-world examples that are easier to grasp.
By providing tangible, hands-on experiences.
 Mind mapping

The visual structure of mind maps helps students identify relationships between ideas and
concepts, leading to better understanding of complex topics.

Central Object: A toy figure representing a town.

Branches:
Police Officer: Toy police car or uniform.
Doctor: Toy stethoscope or first aid kit.
Teacher: Miniature classroom or chalkboard.
 Multisensory Approach
Activity: Learning Basic Counting (1–10)

Help a student with an intellectual disability learn to count from 1 to 10 using multiple senses.
Visual
Use large colorful flashcards with numbers and corresponding pictures (e.g., "3" with 3 apples).
Digital apps with animated numbers and objects.
Auditory
Count out loud together.
Use counting songs or rhymes (like “Ten Little Monkeys”).
Use talking calculators or number-reciting toys.
Tactile
Use textured numbers (made from sandpaper or felt) so students can trace with their fingers.
Use manipulatives like counting blocks, beads, or buttons to physically move and count.
Kinesthetic
Have the student jump, clap, or step while counting.
Set up a “count and move” station where they walk to each number placed around the room and perform a
movement.
Adaptation
Provide extra time and one-on-one support.
Use simple, clear language and repetition.
Limit distractions in the environment to help the student focus.
 Real life experiences/practical work

They are everyday tasks and environments adapted to be used

as learning tools. These experiences serve as natural,
functional teaching aids that support academic, social, and
life skills development.

Ex. Create a class “Community Book” where each student adds a drawing or
photo of a community helper with a simple sentence:

“The nurse helps when I’m sick.”

 Provide an outline of what is to be taught.
Students with intellectual disabilities learn better with routines. An outline shows them what to expect—this
reduces anxiety and confusion. It helps them mentally prepare for what’s coming next in class.

Example: If students know the lesson is about “Community Helpers,” they can connect with past experiences
or visuals more easily.

Example Outline
All About Me

What to Teach:
My name, age, birthday
My family members

Assistive Adaptations:
Use pictures of the student and their family
Make a personal booklet: “This is Me”
Use voice recordings or AAC devices to say their name or birthday
 Assistive Technology
iPad or Android tablets with special education apps

Example: Endless Alphabet, Choiceworks, Bitsboard, Touch & Learn

AAC Devices (Augmentative and Alternative Communication)

Big Mack Switch

One-button recorder for short

Tobii Dynavox LAMP Words for Life messages (e.g., “Yes,”
GoTalk “No,” “More”)
 OTHER ADAPTATIONS

• Teach one concept at a time.

Focusing on one concept at a time reduces cognitive overload and allows the student to
master the concept before moving on to the next. It provides clear and simple learning
experiences that are more accessible to the student.

Example: Teaching only about community helpers (e.g., “The teacher helps children
learn”) before introducing other topics like transportation.

• Teach one step at a time.

It allows students to understand and accomplish one thing before moving to the next.
This method builds confidence and reduces frustration, as students can experience
success incrementally.

Example: When teaching a child to brush their teeth, first focus on just turning on the
water, then focus on applying toothpaste, and so on.
 OTHER ADAPTATIONS

• Task analysis.
Task analysis is the process of breaking down a complex task into smaller, more
manageable parts. It’s essential because it helps students understand what’s involved
in a task and gives them a clear pathway to complete it.

Example: Teaching how to tie shoes involves breaking it down into steps: “Hold the
laces,” “Make a loop,” “Tie the knot.”

• Opportunities to practice.
Students with intellectual disabilities often need more practice to internalize new skills
or concepts. Regular practice helps solidify learning and builds muscle memory, which is
critical for independent functioning.

Example: If the lesson is about identifying shapes, give multiple opportunities to

identify shapes throughout the day (in classroom materials, in the playground, etc.).
 OTHER ADAPTATIONS

• Use physical and verbal prompting.

Physical and verbal prompts provide the student with clear guidance and help them
perform tasks independently over time.

Example: When teaching a child to zip their jacket, you might physically guide their
hands at first, and then verbally cue them (“Now, zip it up!”).

• Repetition is important.
Repeated exposure helps the student remember and understand concepts more deeply
over time.

Example: If learning numbers, provide repeated opportunities to trace and identify

numbers in different contexts (on paper, in games, etc.).
 OTHER ADAPTATIONS

• Small group or individual instruction is required

Small group or one-on-one instruction allows for personalized attention, ensuring that
the student’s needs are met effectively. This format minimizes distractions, ensuring
the student stays focused and engaged.

Example: In a small group, students can receive tailored support and feedback on tasks,
like coloring or sorting objects.
 OTHER ADAPTATIONS

• Small group or individual instruction is required

Small group or one-on-one instruction allows for personalized attention, ensuring that
the student’s needs are met effectively. This format minimizes distractions, ensuring
the student stays focused and engaged.

Example: In a small group, students can receive tailored support and feedback on tasks,
like coloring or sorting objects.
Assistive Teaching Aids
and Adaptations for

Specific Learning
Disabilities
1. Visual or Multisensory Materials

Using visual aids (pictures, charts, videos) and multisensory approaches (touch,
sound, and movement) makes learning more engaging and accessible.

Helps reinforce concepts by involving multiple senses, which supports students

who struggle with traditional methods of instruction.

2. Real-Life Experiences/Practical Work

Hands-on activities allow students to connect abstract concepts with real-world

experiences.

It provides practical, contextual learning that makes the information more

meaningful.
3. Mnemonic Aids/Devices

Mnemonics help students remember information by linking it to something familiar

or using patterns (e.g., “MDAS” for math operations).

This aids memory retention and recall.

4. Sight Words

These are common words that students are encouraged to memorize by sight
rather than by decoding (reading each letter).

It helps students build fluency in reading and reduces frustration.

5. Mind Mapping

Mind maps help students organize and visualize information in a structured,

easy-to-follow format.

It supports brainstorming and helps students see connections between ideas.

6. Overhead/Outline for Desk Use

Printed outlines or overhead transparencies give students a framework to follow

along during the lesson, helping them stay organized.

It helps students focus on the key concepts being taught.

7. Taped Textbooks, Highlighted Textbooks

Audio-recorded textbooks allow students to listen to content, helping those

who struggle with reading.

Highlighted textbooks draw attention to the most important points, improving

focus.

8. Adapted Worksheets

Simplifying or adjusting worksheets helps students access the content without

becoming overwhelmed.

This can include things like shortening questions, adding visual cues, or reducing
the number of tasks.
9. Bold/Highlight Lines for Ease of Writing

Bold or highlighted lines guide students on where to write, improving legibility

and focus.

Helps reduce distractions and gives clear visual cues for writing tasks.

10. Colour Coding

Color-coding can help students organize information and focus on specific tasks
(e.g., using different colors for different categories or steps).

This method is especially useful for students with attention difficulties.

11. Large Print Materials

Students who have difficulty reading standard-sized text can benefit from large print
materials, making it easier to read and focus on content.

12. Word Processor/Spell Study Sheets/Summary Sheets

Color-coding can help students organize information and focus on specific tasks (e.g., using
different colors for different categories or steps).

This method is especially useful for students with attention difficulties.

13. Multiplication Cards, Calculator

Multiplication cards or calculators assist students in performing mathematical operations

without the pressure of memorizing facts.

This allows them to focus on problem-solving rather than computation.

14. Highlight Areas Where They Should Write

Highlighting specific areas on worksheets or notes helps guide the student to

focus on where to write and organize thoughts.

15. Assistive Technology (Taped Lectures)

Taped lectures allow students to listen to content multiple times, reinforcing

learning and helping auditory learners.

Assistive technology like text-to-speech programs or speech-to-text helps

students access materials in ways that fit their needs.
 OTHER ADAPTATIONS
Time for Repeated Review or Drill
➜ Students with learning disabilities often need extra time to review and reinforce concepts they’ve
learned.

Reduction of Paper/Pencil Tasks

➜ Some students may struggle with paper and pencil tasks.

Shortened Assignments
➜ Reducing the length of assignments helps prevent overwhelm and allows students to focus on quality
over quantity.

Visual Demonstrations
➜ Visual demonstrations help students understand tasks better than verbal instructions alone.

Presentation of Material in Small Steps

➜ Breaking tasks into smaller steps ensures that students master each part of the concept before
moving forward.
 OTHER ADAPTATIONS
Read or Paraphrase Subject Matter
➜ Paraphrasing makes it easier for students to grasp the meaning in simpler terms.

Instructions/Directions Given in Different Channels (Written, Spoken, Demonstration)

➜ Multiple methods of giving instructions (written, oral, demonstration) ensure that students understand
and can follow directions.

Assistance with Note Taking

➜ Students with learning disabilities may struggle with taking notes. Providing assistance can help them stay
focused on the main ideas.

Manuscript Writing Rather Than Cursive

➜ Manuscript writing (printing) is generally easier for students with learning disabilities compared to cursive
writing.

Small Group or Individual Instruction May Be Required

➜ One-on-one or small group instruction provides a more personalized approach to teaching, which helps
address the unique learning needs of each student.
Autism Spectrum Disorder
Objects, Picture
.Creating a set of illustrated pictures and words related to
Autism Spectrum Disorder (ASD) could be a great way to
support learning, communication, and understanding for
individuals on the spectrum, as well as their families,
caregivers, and educators.

Sight words/Flash cards of words/pictures

.Sight words and flashcards can be highly effective
tools for children with Autism Spectrum Disorder
(ASD) to develop language and communication skills.
Using a combination of words and pictures can help
with recognition, comprehension, and retention.
 Real life experiences/practical work.
.Children with Autism Spectrum Disorder (ASD) benefit greatly from real-life experiences and practical
learning to develop communication, social, and daily living skills. These activities provide hands-on
learning in a structured way that helps reinforce concepts.

1. Daily Living Skills (Promotes independence)

✅ Dressing Practice – Encourage selecting clothes, buttoning shirts, zipping jackets.

2. Social & Communication Skills (Improves interaction)

✅ Grocery Store Visits – Give a simple list and have the child find the items.

3. Hands-On Sensory Activities (Improves focus & regulation)

✅ Gardening – Digging soil, planting seeds, watering plants.
 Multisensory Approach
engages multiple senses (sight, sound, touch, movement, and
sometimes taste/smell) to help children with Autism Spectrum
Disorder (ASD) learn more effectively. This method enhances focus,
retention, and engagement while reducing sensory overload.

✔
Benefits of a Multisensory Approach in ASD
Increases engagement – More fun and interactive learning
✔ Supports different learning styles – Some kids learn better through

✔
touch, others through visuals
Enhances retention – Repetition across multiple senses strengthens

✔
memory
Reduces frustration – Hands-on activities help with understanding

✔
abstract concepts
Improves emotional regulation – Sensory activities can be calming and
grounding
 Visual cues/support, Schedules, Social stories,
Calendars
Visual supports help individuals with Autism Spectrum Disorder
(ASD) understand, communicate, and navigate daily life more
effectively. They reduce anxiety, improve independence, and
enhance comprehension.

Work systems.
is a structured and predictable way of organizing tasks and environments for
individuals with Autism Spectrum Disorder (ASD). Work systems help promote
independence, organization, and task completion by providing clear expectations
and reducing anxiety.

✅
Benefits of Work Systems for ASD
Encourages independence – Reduces reliance on adult prompts.
✅ Reduces anxiety – Clear structure helps individuals know what to expect.
✅ Improves task completion – Defines a clear start and end for tasks.
✅ Enhances focus and organization – Provides structure for staying on task.
✅ Develops life and academic skills – Teaches sequencing, problem-solving, and
organization.
 Highlight areas where they should write.
Allow flexibility in handwriting
Individuals with (ASD) may experience difficulties with fine motor skills,
handwriting, and written expression. Providing structured supports and
flexibility can help improve their writing experience and reduce frustration.

✔
1. Highlighting Areas for Writing ✍️
Use Highlighted Lines or Boxes – Provide bold lines, colored boxes, or shaded
📌🟩
areas to indicate where to write
Example:
⬜ "Write your name here" (with a green highlight box)
"Write your answer inside this box"
2. Allowing Flexibility in Handwriting
✔ Accept Different Letter Forms – Some children may prefer print over cursive or mix
upper and lowercase letters.
3. Strategies for Improving Handwriting Skills
✅ Multisensory Writing Activities – Writing in sand, shaving cream, or
using magnetic letters.
 Bold/highlight lines for ease of writing. Colour coding
Children with (ASD) may face challenges with writing alignment, letter
formation, and spatial awareness. Using bold lines, highlighted areas, and
color coding can provide clear visual structure and reduce frustration.

Using Bold & Highlighted Lines for Writing Support

✅ Thicker or Darker Lines – Helps children focus on writing within boundaries.
✅ Colored or Shaded Writing Areas – Highlights where letters should be placed.
✅ Dotted or Dashed Lines – Guides letter formation and spacing.
✅ Raised Line Paper – Tactile feedback helps with letter alignment.
✅ Wide-Ruled or Graph Paper – Provides extra space for larger letters and even spacing.
📌 Example:
🟩 Green Highlight for Writing Area – "Write here!"
🔲 Boxed Spaces for Words – Prevents letters from overlapping.
⬛ Bolded Bottom Line – Helps letters sit properly on the baseline.
 AAC, computers to type, communication cards.
Many individuals with Autism Spectrum Disorder (ASD) face challenges with verbal
communication. Augmentative and Alternative Communication (AAC), computers for typing,
and communication cards help them express their needs, thoughts, and emotions effectively.

Benefits of AAC, Computers & Communication Cards for ASD

✅ Increases independence in communication.
✅ Supports language and social skills development.
✅ Reduces anxiety by providing alternative ways to express needs.
✅ Encourages participation in learning and social settings.
✅ Improves understanding for both the child and caregivers.
Other Adaptations

Avoid clutter
Many individuals with (ASD) struggle with sensory overload, difficulty focusing, and anxiety when
faced with cluttered spaces, materials, or information. A structured and organized environment helps
improve learning, communication, and emotional regulation.

Why is Avoiding Clutter Important for ASD?

✔ Reduces Sensory Overload – Too much visual or auditory input can be overwhelming.
✔ Increases Focus – A clean, structured space helps individuals stay on task.
✔ Minimizes Anxiety – Predictable and organized surroundings create a sense of security.
✔ Encourages Independence – Clear organization helps individuals understand where things
belong.
✔ Supports Learning – Simple, clutter-free materials enhance comprehension.
 Reduce the language while teaching any lesson. Some parts may need to be
rewritten while some may need to be dropped temporarily
Many individuals with Autism Spectrum Disorder (ASD) process language differently, making it
essential to use clear, concise, and structured communication during lessons. Reducing language
helps improve understanding, focus, and engagement.

✔ Minimizes Cognitive Overload 🧠

Too much verbal information at once can be overwhelming for learners with ASD,
leading to confusion or frustration. Short, clear instructions help them focus on
essential details.

✔ Enhances Comprehension 📖
Many individuals with ASD have difficulty processing long or complex sentences. Using
simple, direct language improves understanding and helps them follow instructions more
easily.
 ✔ Increases Engagement ✋
Clear, simple instructions help learners stay focused and complete tasks independently. Long
explanations or unnecessary details may cause distractions.
📌 Example:
📝 Instead of a long, wordy worksheet, use:
✅ One question per page
✅ Bolded or highlighted key words
✅ Visuals to support instructions
✔ Reduces Frustration & Anxiety 😌
Many students with ASD experience anxiety when overwhelmed by too much language. Using
structured, predictable communication reduces stress and promotes confidence.
📌 Example:
🔹 Instead of: "Alright, class, I need everyone to settle down and listen because I'm going to
explain our next activity, and it's very important that you understand before we start."
🔹 Say: "Listen. Next: Science activity." (With a visual schedule)
 Shadow teachers
A shadow teacher is a trained professional who provides one-on-one support to a student
with Autism Spectrum Disorder (ASD) in a school setting. Their goal is to help the child
learn, socialize, and participate in the classroom environment while developing
independence.

🔹 Shadow teachers provide essential academic, social, and emotional support for
students with ASD.
🔹 They help students integrate into mainstream classrooms while developing
independence.
🔹 Over time, they reduce assistance as the student gains confidence and skills.
 Talk and discuss with the students, about how much work they can do and
how much can be expected from them
When working with students with Autism Spectrum Disorder (ASD), it's
important to discuss their workload and expectations in a way that is clear,
structured, and supportive. Many students with ASD may struggle with
overwhelm, anxiety, or processing difficulties, so setting realistic expectations
helps them feel more confident and engaged in their learning.

Labeling of the environment for literacy

Labeling the environment is a powerful strategy to support literacy, communication, and

independence in students with Autism Spectrum Disorder (ASD). By using words,
pictures, and symbols to identify objects and areas in a classroom or home, we help
students build language skills, improve comprehension, and reduce anxiety.
 Provide short sensory breaks to help the student refocus

Students with Autism Spectrum Disorder (ASD) can become overwhelmed,

overstimulated, or mentally fatigued during lessons. Short sensory breaks help
them self-regulate, reduce anxiety, and improve focus.

🔹 Sensory breaks help students with ASD stay focused, regulate emotions, and
engage in learning.
🔹 Different students need different types of breaks, whether movement, deep
pressure, or quiet time.
🔹 Short, structured breaks (1-5 minutes) improve attention and reduce
frustration.
Multiple Disability.
Assistive Teaching Aids and Adaptations
 Objects
People with multiple disabilities often experience a combination of
physical, sensory (visual/hearing), intellectual, or communication
challenges. They require specialized tools or assistive devices that
address more than one need at the same time.
 Tactile/embossed materials.
essential tools for
individuals who face
multiple disabilities, such
as combinations of visual,
cognitive, speech, or
physical impairments. These
tools rely on touch-based
learning and communication.
 Verbal descriptions.
Verbal descriptions are spoken explanations or narrations
used to help individuals understand what they cannot see,
hear, or fully comprehend—especially useful for people
with multiple disabilities such as:

Visual + intellectual impairments

Hearing + cognitive challenges
Autism + physical disability
Deafblindness
 Models/3D models
When designing 3D models to represent individuals with
multiple disabilities, it's important to approach the project
with care and respect for diversity, while also highlighting
the specific challenges these individuals may face.
Thank you!