Any student with an IEP or 504 can get special accommodations to help that individual access the curriculum. Some of these things might include the following:

Physical Arrangement of Room

• Seat student near the teacher.
• Seat student near a positive role model.
• Stand near the student when giving directions or presenting lessons.
• Avoid (block out) distracting stimuli (air conditioner, high traffic area, etc.)
• Increase distance between desks.

Lesson Presentation

• Pair students to check work.
• Write key points on the board.
• Provide peer tutoring.
• Provide visual aids, large print, films.
• Provide peer note-taker.
• Ask for directions to be repeated to ensure they were understood.
• Include a variety of activities during each lesson.
• Provide a model of what finished product should look like.
• Provide a written outline.
• Allow student to tape record lessons.
• Have child review key points orally.
• Teach through multi-sensory modes (visual, auditory, kinesthetic, olfactory.)
• Use computer assisted instruction.
• Accompany oral directions with written directions.
• Provide cross-age tutoring.
• Break longer presentations into shorter segments.
• Teach needed vocabulary in advance of lesson in which it will be used.
• Share teacher's notes with students.
  

Assignments and Worksheets

• Give extra time to complete tasks.
• Simplify complex directions.
• Reduce reading level of assignments.
• Require fewer correct responses to achieve the grade (quality vs. quantity.)
• Allow student to tape record assignments or homework.
• Provide structured routine in written form.
• Provide study skills training and learning strategies.
• Give frequent short quizzes and avoid long tests.
• Shorten assignments, breaking work into smaller segments.
• Sequence lesson skills.
• Allow computer printed assignments prepared by student.
• Allow assignments dictated by student and written by someone else.
• Use self-monitoring devices.
• Reduce homework assignments.
• Handwriting not graded.
• Grade spelling only on spelling tests.
• Allow student to use cursive or manuscript writing.
• Reversals and transpositions of letters and numbers not marked wrong.
• Lengthy outside reading assignments not required.
• Teacher monitor student's self-paced assignments (daily, weekly, as needed.)
• Homework assignments need to reach home with clear, concise directions.
• Recognize and give credit for student's oral participation in class.
• Communicate daily with parents using the assignment book.
• Have teacher initial the assignment book indicating assignments copied down correctly.
• Provide an extra set of books to be kept at home.
• Assign a volunteer homework buddy.
  

Test Taking

• Allow open-book exams.
• Give exams orally.
• Give take-home tests.
• Use more objective items (fewer essay responses.)
• Allow student to give test answers orally (may be on a tape recorder.)
• Give frequent short quizzes in place of long exams.
• Allow extra time for exam.
• Read test item to student.
• Ensure student understands questions.
• Avoid placing student under pressure of time or competition.
• Give a minimum of one week's written notice for tests.
  

Behaviors

• Use timers to facilitate task completion.
• Structure transitional times.
• Monitor unstructured times (recess, hallways, lunchroom, etc.)
• Praise specific behaviors.
• Use self-monitoring strategies.
• Give extra privileges and rewards.
• Keep classroom rules simple and clear.
• Make prudent use of negative consequences.
• Allow for short breaks between assignments.
• Cue student to stay on task (may be a nonverbal signal.)
• Mark student's correct answers, not mistakes.
• Implement a classroom behavior management system.
• Allow student time out of seat to run errands, etc.
• Ignore inappropriate behaviors not drastically outside classroom limits.
  

Technology

• Allow student the use of an Alpha Smart in the classroom.
• Allow for the use of a calculator in math class.
• Provide Draft-Builder for use in writing essays.