ACCOMMODATIONS

MENU
By: Heather Milligan
 Specific Learning
Disability
IDEA’s Definition:

• (30) Specific learning disability.--

• (A) In general.--The term `specific learning disability' means a
disorder in 1 or more of the basic psychological processes involved in
understanding or in using language, spoken or written, which disorder
may manifest itself in the imperfect ability to listen, think, speak,
read, write, spell, or do mathematical calculations.
• (B) Disorders included.--Such term includes such conditions as
perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia,
and developmental aphasia.
• (C) Disorders not included.--Such term does not include a learning
problem that is primarily the result of visual, hearing, or motor
disabilities, of mental retardation, of emotional disturbance, or of
environmental, cultural, or economic disadvantage.
 Specific Learning
Disability
Characteristics:
Common Traits according to the National Dissemination Center for Children with
Disabilities, specific learning disabilities commonly affect skills in these areas:
• Reading (called dyslexia)
• Writing (called dysgraphia)
• Listening
• Speaking
• Reasoning
• Math (called dyscalculia)

Educational Challenges according to Oklahoma’s State Department of Education

includes:
• Difficulty reading out loud
• Poor reading comprehension
• Struggling to write papers and essays
• Trouble understanding lectures
• Difficulty holding a pencil

http://www.specialeducationguide.com/disability-profiles/specific-learning-disabilities/
 Specific Learning
Disability
Accommodations:
For student with math disability(http://www.additudemag.com/adhd/article/7309.html)
– Allow extra time on tests so students are not rushed
– Keep sample math problems on the board
– Use individual white boards
– Reduce the number of problems you assign
For student with speaking disability(http://sites.allegheny.edu/disabilityservices/students-with-speech-impairments/)
– Use a word processor, sign board, or sign interpreter in class.
– An alternative to oral presentations would be having someone else in the class read them aloud
– When student participates out loud, be patient, let the person complete his or her thoughts
For student with listening disability(http://successforkidswithhearingloss.com/relationship-hl-listen-learn/accommodations/)
– Specialized seating arrangement
– Get student’s attention prior to speaking
– Reduce visual distractions
– Repeat or rephrase information when necessary
– Frequently check for understanding
For student with writing disability(http://teaching.monster.com/benefits/articles/2802-how-to-accommodate-students-with-writing-
disabilities) :
– Allow student to type- encourage the spell check
– Have the student talk out loud during writing assignments
– Make sure the student gets a copy of the notes (from a buddy)
– Have the student orally construct their paragraphs over a tape recording, and then copy their language from the recording
For students with reading disability (https://www.understood.org/en/school-learning/partnering-with-childs-school/instructional-
strategies/at-a-glance-classroom-accommodations-for-dyslexia) :
– Get audiobooks through service like Bookshare- a free online library for students with disabilities.
– Provide colored strips or bookmarks to follow along when reading.
– Provide notes from the lesson, or organizers to fill in and follow along during the lesson.
– Provide extra time for reading and writing.
Intellectual Disability
IDEA’s Definition

• Intellectual disability, formerly labeled “mental retardation,”

is defined by the Individuals with Disabilities Education Act
(IDEA) as “significantly sub average general intellectual
functioning, existing concurrently [at the same time] with deficits
in adaptive behavior and manifested during the developmental
period, that adversely affects a child’s educational
performance.” There are two key components within this
definition: a student’s IQ and his or her capability to function
independently, usually referred to as adaptive behavior.
• You may find that your state still uses the term “mental
retardation.” In 2012, the federal government enacted legislation
changing the term mental retardation to intellectual disabilities in
all federal law. Despite being encouraged to quickly replace all
references to mental retardation and its derivatives, some state
offices have still not made the changes to the less offensive term
in their legislation and documents.
Intellectual Disability
Characteristics
The National Institute of Child Health and Human Development lists some
early indicators:
• Delay in reaching developmental milestones such as sitting up and talking
• Difficulty remembering things
• Trouble comprehending accepted social behavior and/or understanding the
consequences to actions
• Poor problem-solving skills

Educational Challenges:
• Trouble understanding new concepts
• Inappropriate behavior
• Limited Vocabulary
• Difficulty accomplishing complex tasks

http://www.specialeducationguide.com/disability-profiles/intellectual-disability/
 Intellectual Disability
Accommodations
– Behavior chart
– Letter home
– Create a planner or an agenda for the student
– Assign the student a classroom partner to remind them and keep them on
task
– Give the student memory aids
– Send a reminder note to the student’s parents
– Demonstrate what you mean rather than verbal directions
– Break longer new tasks, into smaller steps
– Provide students with hands on materials and experiences

http://www.parentcenterhub.org/repository/intellectual/
 Emotional Disturbance
IDEA’s Definition
(i) Emotional disturbance means a condition exhibiting one or more of the
following characteristics over a long period of time and to a marked
degree that adversely affects a child's educational performance:
(A) An inability to learn that cannot be explained by intellectual,
sensory, or health factors.
(B) An inability to build or maintain satisfactory interpersonal
relationships with peers and teachers.
(C) Inappropriate types of behavior or feelings under normal
circumstances.
(D) A general pervasive mood of unhappiness or depression.
(E) A tendency to develop physical symptoms or fears associated with
personal or school problems.
 Emotional Disturbance
Characteristics

• Hyperactivity (short attention span, impulsiveness);

• Aggression or self-injurious behavior (acting out, fighting);
• Withdrawal (not interacting socially with others, excessive
fear or anxiety);
• Immaturity (inappropriate crying, temper tantrums, poor
coping skills); and
• Learning difficulties (academically performing below grade
level).

http://www.parentcenterhub.org/repository/emotionaldisturbance/
Emotional Disturbance
Accommodations

• Set up goals aimed at social interactions

• Use seating arrangements to encourage social
interaction
• Set clear rules and expectations with visual stimulating
material
• Establish a quiet cool off area
• Teach self-talk to release stress and anxiety
• Develop a cue word for the child to note inappropriate
behavior
• Small group interaction

http://www.achildwithneeds.com/disabilities/emotional-disability/emotional-
behavioral-disorder-accommodations-and-modifications/
Orthopedic Disabilities
IDEA’s Definition

(8) Orthopedic impairment means a severe orthopedic

impairment that adversely affects a child's
educational performance. The term includes
impairments caused by a congenital anomaly,
impairments caused by disease (e.g., poliomyelitis,
bone tuberculosis), and impairments from other
causes (e.g., cerebral palsy, amputations, and
fractures or burns that cause contractures).
 Orthopedic Disabilities
Characteristics
• May have limited mobility
• May have difficulty writing if upper extremities are
involved
• May have speech difficulties
• May have limited social interaction skills
• May have limited ability to perform activities of
daily living

http://akuehnel3.tripod.com/id7.html
 Orthopedic Disabilities
Accommodations

• Preferential seating
• Flexible time limits
• Reduced assignments
• Larger desk, lap tray or table
• Special grips, pens or pencils
• Assistive technology
• Reduced assignments
• Alternative grading scale

http://akuehnel3.tripod.com/id7.html
 Visual Impairments
IDEA’s Definition
(13) Visual impairment including blindness
means an impairment in vision that, even with
correction, adversely affects a child's
educational performance. The term includes
both partial sight and blindness.
 Visual Impairments
Characteristics
•Irregular eye movements (for instance, eyes that don’t
move together or that appear unfocused)
•Unusual habits (such as covering one eye or frequently
rubbing eyes)
•Sitting abnormally close to a television or holding a book
close to the face

http://www.specialeducationguide.com/disability-profiles/visual-
impairment/
 Visual Impairments
Accommodations
• Adjust lighting for alternative source and illumination type (natural,
incandescent, halogen, fluorescent)
• Use large print in communications and documents; also use electronic
and braille communications
• Use large print, braille labels, or tactile dots on equipment, tools,
facilities, and documents
• Provide magnification devices (e.g., magnifying glasses)
• Use electronic text and voice mail communiqués instead of written
notes
• Assign human readers to help with printed and handwritten materials
that cannot be converted electronically
• Adjust work schedule to allow for mass transit rather than car use
• Provide for sharing or switching certain job tasks

http://www.afb.org/info/living-with-vision-loss/for-job-seekers/for-
employers/accommodations-for-workers-with-vision-loss/types-of-
accommodations/12345
 Autism
IDEA’s Definition
(1)

(i) Autism means a developmental disability significantly affecting verbal

and nonverbal communication and social interaction, generally evident
before age three, that adversely affects a child's educational
performance. Other characteristics often associated with autism are
engagement in repetitive activities and stereotyped movements, resistance
to environmental change or change in daily routines, and unusual responses
to sensory experiences.

(ii) Autism does not apply if a child's educational performance is

adversely affected primarily because the child has an emotional
disturbance, as defined in paragraph (c)(4) of this section.

(iii) A child who manifests the characteristics of autism after age three
could be identified as having autism if the criteria in paragraph (c)(1)(i)
of this section are satisfied.
 Autism
Characteristics
•Unusual fixation (for instance, only playing with round toys)
•Inability to focus without first completing a routine
•Disruptive behavior when ordinary schedule is interrupted
•Unusual communication habits (from not talking at all to
repeating certain phrases)
•Difficulty understanding social interactions

http://www.specialeducationguide.com/disability-profiles/autism/
 Autism
Accommodations
• Provide an area of the classroom the student can retreat to in times of high
stimulation or when overwhelmed.
• Give directions that are clear and concise, using literal language
• Break assignments into small sections or provide specific steps for completing
a large assignment.
• Incorporate pictures, images and other visual aids when teaching vocabulary
words, scientific subjects and abstract concepts.
• Allow student to enter the classroom a few minutes before other students
and to leave a few minutes early to avoid the chaos of the hallway in between
classes.
• Incorporate a student’s special interest in lessons.
• Use tennis balls on the bottom of the chairs and desks to minimize noise when
students get up from their seats.
• Use oral testing or other alternative testing methods for those with difficulty
taking written tests.

http://www.healthcentral.com/autism/c/1443/156580/accommodate-autism/