CONSIDERATIONS, ACCOMMODATIONS, MODIFICATIONS OR SERVICES

ADDRESSES

 

 

 

 

 

 

 

 

 

 

 

 

 

Keep the amount of repetitive work -------- must do to a minimum.  Once -------- has grasped a concept/skill move on to the next one

Challenging academics

 

Provide -------- with a way to indicate that she needs help when she is not comfortable raising her hand to ask for help

Challenging academics

 

Provide -------- with alternative challenging activities during class activities that she finds to not be challenging

Challenging academics

 

Allow -------- to chew gum

Chewing on inedible items - sensory integration problems

 

Incorporate animals (I.e. speed of a cheeta) into lessons

Distractibility

 

Limit homework to 20 minutes a day

Distractibility

 

Seat -------- away from windows or obscure the view out of the windows

Distractibility

 

Seat -------- in the front of the classroom, near where the teacher teacher spends most of the time teaching

Distractibility

 

Using signals (I.e. sign language) to inform -------- that she needs to be quiet, look at the teacher, etc

Distractibility

 

When -------- is doing individual desk work, allow her to use a music system with headphones to help her focus

Distractibility

 

Give one or two directions, wait for those to be followed, then give one or two more

Distractibility & organization

 

Provide -------- with directions in writing in addition to verbal directions

Distractibility & organization

 

Simplify --------'s worksheets and tests by keeping graphics to a minimum, targeting one skill at a time (I.e. all addition, all subtraction, all word problems, all patterns, etc) and one format (I.e. vertical equations only, horizontal equations only, multiple choice, etc)

Distractibility & organization

 

Allow -------- to periodically get up from her seat and move around

Hyperactivity

 

Be direct, explicit, and concrete with directions and/or requests.  If -------- needs to be able to apply the directions to other situations, state the directions in generalized terms

Literalness

 

When using abstract terms, sarcasm, figurative speech, idioms, slang, analogies or metaphors make sure -------- understands it and if she does not explain it

Literalness

 

Assign homework for the week

Organization

 

Help -------- learn decision-making skills by talking your way through situations where you have to make a decision

Organization

 

Keep the amount of repetitive work -------- must do to a minimum.  Once -------- has grasped a concept/skill move on to the next one

Challenging academics

 

Provide -------- with a way to indicate that she needs help when she is not comfortable raising her hand to ask for help

Challenging academics

 

Provide -------- with alternative challenging activities during class activities that she finds to not be challenging

Challenging academics

 

Allow -------- to chew gum

Chewing on inedible items

 

Incorporate animals (I.e. speed of a cheeta) into lessons

Distractibility

 

Limit homework to 20 minutes a day

Distractibility

 

Seat -------- away from windows or obscure the view out of the windows

Distractibility

 

Seat -------- in the front of the classroom, near where the teacher spends most of the time teaching

Distractibility

 

Using signals (I.e. sign language) to inform -------- that she needs to be quiet, look at the teacher, etc

Distractibility

 

When -------- is doing individual desk work, allow her to use a music system with headphones to help her focus

Distractibility

 

Give one or two directions, wait for those to be followed, then give one or two more

Distractibility & organization

 

Provide -------- with directions in writing in addition to verbal directions

Distractibility & organization

 

Simplify --------'s worksheets and tests by keeping graphics to a minimum, targeting one skill at a time (I.e. all addition, all subtraction, all word problems, all patterns, etc) and one format (I.e. vertical equations only, horizontal equations only, multiple choice, etc)

Distractibility & organization

 

Allow -------- to periodically get up from her seat and move around

Hyperactivity

 

Be direct, explicit, and concrete with directions and/or requests.  If -------- needs to be able to apply the directions to other situations, state the directions in generalized terms

Literalness

 

When using abstract terms, sarcasm, figurative speech, idioms, slang, analogies or metaphors make sure -------- understands it and if she does not explain it

Literalness

 

Assign homework for the week

Organization

 

Help -------- learn decision-making skills by talking your way through situations where you have to make a decision

Organization

 

Provide -------- with alternatives to handwriting answers when the objective of the assignment is not improving penmanship

Sensory motor integration

 

Start teaching -------- the skills she will need to use assistive technology (i.e. keyboarding, word processing, etc)

Sensory motor integration

 

Have -------- participate in a lunchtime social skills group

Social skills

 

Promote tolerance and understanding of the other students towards --------

Social skills

 

Provide -------- with formal social skills training

Social skills

 

Reinforce, in the classroom, what is being taught in social skills training and group

Social skills

 

Use social stories to provide -------- with guidance on how to recognize cues and how to respond in different situations

Social skills

 

Develop and implement a behavior intervention plan

Unacceptable behaviors

 

Make sure all adults that work with -------- understand her disabilities and how they affect her behavior

Unacceptable behaviors