Students with learning disabilities have different learning styles and
rates, strengths and weaknesses. The Individuals with Disabilities Education
Act (IDEA) requires that an Individualized Education Program (IEP) be developed
for each child with a disability so that these individual differences can be
addressed. This list of classroom modifications and accommodations may be
considered when developing the IEP:
Extended time for completion
of assignments or tests
Additional time for reading
assignments
Time for repeated review or
drill
Small groups
Reduction of paper/pencil
tasks
Shortened assignments
Assignment notebooks
Study sheets/summary
sheets/outlines of most important facts
Supplemental aids
(vocabulary, multiplication cards, etc.)
Visual demonstrations
Presentation of material in
small steps
Read or paraphrase subject
matter
Instructions/directions given
in different channels (written, spoken, demonstration)
Visual or multisensory
materials
Functional level materials
Mnemonic aids/devices
Overhead/outline for desk use
Taped textbooks
Highlighted textbooks
Large print material
Word processor/spell checker;
calculator
Assistance with notetaking
Taped lectures
Self-testing
Grade only on completed
classwork
Credit for class
participation, effort and attendance
Additional time for test
preparation
Review/testing matched to
student pace
Test directions
read/explained thoroughly
Fewer repetitive test items
Test format allowing more
space
Oral, short-answer, modified
tests
Manuscript writing rather
than cursive
One-to-one contact for at
least 10-20 minutes daily
Tutoring assistance (peer,
pal, teacher, etc.)
Assistance with organization
and planning of classwork and/or homework
Emphasis on successes
Seating to reduce
distractions
Frequent breaks
Clearly defined limits
Cooling-off period
Behavior check cards
Concrete, positive
reinforcers
http://www.ldat.org/ld_info/accommodations.html
School assignments and tests completed with accommodations should be graded
the same way as those completed without accommodations. After all,
accommodations are meant to “level the playing field”, provide equal and ready
access to the task at hand, and not meant to provide an undue advantage to the
user.
http://www.ldonline.org/article/8022
Here are some examples
of possible accommodations for an IEP team to consider, broken into six
categories:
Presentation:
Provide on audio tape
Provide in large print
Reduce number of items per page or line
Provide a designated reader
Present instructions orally
Response:
Allow for verbal responses
Allow for answers to be dictated to a scribe
Allow the use of a tape recorder to capture
responses
Permit responses to be given via computer
Permit answers to be recorded directly into test
booklet
Timing:
Allow frequent breaks
Extend allotted time for a test
Setting:
Provide preferential seating
Provide special lighting or acoustics
Provide a space with minimal distractions
Administer a test in small group setting
Administer a test in private room or alternative
test site
Test
Scheduling
Administer a test in several timed sessions or
over several days
Allow sub tests to be taken in a different order
Administer a test at a specific time of day
Other
Provide special test preparation
Provide on-task/focusing prompts
Provide any reasonable accommodation that a
student needs that does not fit under the existing categories
