Accommodations
Accommodations Involving Materials
Use of audio recording-record the directions so they can
listen again; let them listen to stories that are recorded.
Clarify or simplify written directions-underline or highlight
significant parts of the directions
Present small amount of work-give smaller parts of the
assignment at one time.
Block out extraneous stimuli-use a blank sheet of paper to
cover up distracting parts of a worksheet
Highlight essential information-use a highlighter to mark
important info in their texts
Locate place in consumable material-fold pages that have been
completed in a workbook or use a sticky to mark the next
assignment
Provide additional practice activities-supplement learning
activities to help LD students get more practice to master
skill
Provide glossary in content areas-a glossary can help the
students understand words in the content.
Develop reading guides-a road map of the information that
also provides questions to guide their focus
Accommodations Involving Interactive Instruction
Use explicit teaching procedures.-provide explicit instruction even
if the material doesn’t provide it ( guided practice, corrective
feedback)
Repeat directions.-have the students repeat the directions in their
own words to check for understanding- break down the direction
into smaller steps
Maintain daily routines.- the structure helps students know what is
expected
Provide copy of lecture notes. Provide a copy of notes from the
lecture to those that struggle taking notes
Provide students with a graphic organizer. –a blank graphic
organizer can help students focus on the main points of the
presentation/lecture
Use step-by-step instruction. –new or difficult information should
be given in smaller sequential steps
Combine verbal and visual information. –use visual displays while
instructing
Write key points or words on the chalkboard.-write new vocab
words or key points on board before presentation
Use balanced presentations and activities. –balance you lectures
with visuals, verbal and participating activities. Also balance
between large group and small group instruction
Use mnemonic instruction. –this can helps student remember key
info or steps in a learning strategy
In a review of the literature, Wolgemuth, Cobb, and Alwell
(2008) strongly support the use of mnemonic strategies for
students with disabilities across settings.
Emphasize daily review. –review previous learning or lesson to help
connect with new information
Accommodations Involving Student Performance
Change response mode. –students with fine motor skills can use a
different method to answer. They can also benefit from a paper
with larger answer areas
Provide an outline of the lecture. –this can help some students
follow the presentation more successfully and take notes
Encourage use of graphic organizers. –this helps students organize
information visually
Place students close to the teacher. –students with attention or
behavior problems should be seated close to the teacher and away
from distracting objects
Encourage use of assignment books or calendars. –these can help
students keep track of dates and times for homework or schedules
Reduce copying activities. –Try to use handouts instead of copying
so much form the board
Have students turn lined paper vertically for math. –turning the
paper helps student organize their numbers for computing
correctly
Use cues to denote important items.-use bullets or asterisks to
mark important info so student spend more time on the pertinent
info for study purposes
Design hierarchical worksheets. –Arrange problems easiest to
hardest so they don’t feel failure right away and quit
Allow use of instructional aids. –number lines, alphabet lines,
calculators- visuals
Display work samples. –samples of competed assignments can help
students realize expectations
Use peer-mediated learning.-pair students of different levels to
help study, take notes, or read
Encourage note sharing.- students can take notes using a carbon
copy paper to make aonther set to share with students gone or
students with learning problems
Use flexible work times. –give addition time for those that work
slower
Provide additional practice. – allow for additional practice to
encourage fluency
Use assignment substitutions or adjustments. –make modifications
for big assignments and projects
Accommodations Involving Materials
Use of audio recording-record the directions so they can listen again; let
them listen to stories that are recorded.
Clarify or simplify written directions-underline or highlight significant parts of
the directions
Present small amount of work-give smaller parts of the assignment at one
time.
Block out extraneous stimuli-use a blank sheet of paper to cover up
distracting parts of a worksheet
Highlight essential information-use a highlighter to mark important info in
their texts
Locate place in consumable material-fold pages that have been completed in
a workbook or use a sticky to mark the next assignment
Provide additional practice activities-supplement learning activities to help LD
students get more practice to master skill
Provide glossary in content areas-a glossary can help the students
understand words in the content.
Develop reading guides-a road map of the information that also provides
questions to guide their focus
Accommodations Involving Interactive Instruction
Use explicit teaching procedures.-provide explicit instruction even if the material
doesn’t provide it ( guided practice, corrective feedback)
Repeat directions.-have the students repeat the directions in their own words to
check for understanding- break down the direction into smaller steps
Maintain daily routines.- the structure helps students know what is expected
Provide copy of lecture notes. Provide a copy of notes from the lecture to those
that struggle taking notes
Provide students with a graphic organizer. –a blank graphic organizer can help
students focus on the main points of the presentation/lecture
Use step-by-step instruction. –new or difficult information should be given in
smaller sequential steps
Combine verbal and visual information. –use visual displays while instructing
Write key points or words on the chalkboard.-write new vocab words or key points
on board before presentation
Use balanced presentations and activities. –balance you lectures with visuals,
verbal and participating activities. Also balance between large group and small
group instruction
Use mnemonic instruction. –this can helps student remember key info or steps in a
learning strategy
In a review of the literature, Wolgemuth, Cobb, and Alwell (2008) strongly
support the use of mnemonic strategies for students with disabilities across
settings.
Emphasize daily review. –review previous learning or lesson to help connect with
new informaion
Accommodations Involving Student Performance
Change response mode. –students with fine motor skills can use a different
method to answer. They can also benefit from a paper with larger answer areas
Provide an outline of the lecture. –this can help some students follow the
presentation more successfully and take notes
Encourage use of graphic organizers. –this helps students organize information
visually
Place students close to the teacher. –students with attention or behavior problems
should be seated close to the teacher and away from distracting objects
Encourage use of assignment books or calendars. –these can help students keep
track of dates and times for homework or schedules
Reduce copying activities. –Try to use handouts instead of copying so much form
the board
Have students turn lined paper vertically for math. –turning the paper helps
student organize their numbers for computing correctly
Use cues to denote important items.-use bullets or asterisks to mark important info
so student spend more time on the pertinent info for study purposes
Design hierarchical worksheets. –Arrange problems easiest to hardest so they
don’t feel failure right away and quit
Allow use of instructional aids. –number lines, alphabet lines, calculators- visuals
Display work samples. –samples of competed assignments can help students
realize expectations
Use peer-mediated learning.-pair students of different levels to help study, take
notes, or read
Encourage note sharing.- students can take notes using a carbon copy paper to
make aonther set to share with students gone or students with learning problems
Use flexible work times. –give addition time for those that work slower
Provide additional practice. – allow for additional practice to encourage fluency
Use assignment substitutions or adjustments. –make modifications for big
assignments and projects
from - Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R.
Mercer; Paige C. Pullen (2011)
