Accommodations Checklist by 3r6Fp93T

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									                                                         Communication

                                                             Non-Verbal
            Specially Designed Instruction                                             Accommodations
Describes the types of unique instructional services needed by      Changes in methods of presenting lessons, instructional
a child or youth with a disability to accomplish IEP goals and      techniques and/or materials, and how a student demonstrates
objectives. These services include alterations, modifications,      content learned.
accommodations, and adaptations in instructional methods,
materials, techniques, media, physical setting, or environment.
These services are not ordinarily used with most children or
youth of a given age or grade level, but are needed in order for
a child or youth with a disability to accomplish IEP goals and
objectives.
         Instruction of signed English                                    Communication boards/books/cards
         Cued Speech                                                      Picture based communication
         System of least prompts                                          Switch activated devices
         Graduated guidance                                               Augmentative communication systems
         Visual, written, picture prompts/cues                            High technology communication devices
         Instruction of American Sign Language (ASL)                      Dynamic screen
         Computer assisted instruction                                    Switch accessible
                                                                           Scan accessible
                                                                           Educational interpreter
                                                                           American Sign Language (ASL)
                                                                           Communication systems
                                                                           Assistive technology


                                          Listening Comprehension
            Specially Designed Instruction                        Accommodations
        Modeling                                                          Allow wait time
        Chunking                                                          Previewing questions
        Written prompts                                                   Preferential seating
        Pre-view – teach – review                                         Outline skills
        Outline Skills                                                    Paraphrasing (student or teacher)
        Teach note taking/identification of relevant information          Slow rate of presentation
        Repeat what is heard (student)                                    Advance organizer
        Visual prompts/cues                                               Short statements / to the point (avoid use of abstract
        Paraphrasing / summarizing                                         language)
        Mnemonic strategies                                               Adequate voice volume
                                                                           Frequent comprehension checks
                                                                           Note taking
                                                                           Reduce noise level
                                                                           Rephrase / simplify
                                                                           Repeat phrases
                                                                           Visual aids
                                                                           Assistive technology


                                                          Oral Expression
            Specially Designed Instruction                                             Accommodations
        Modeling (peer/teacher)                                           Extended response time
        Verbal, picture, visual, written prompts/cues                     Written as opposed to oral tests
        Guided repetition                                                 Preferential seating
        Rehearsal, use of scripts                                         Structured environment
        Time Delay Strategies                                             Oral reading on volunteer basis
        Sentence Strips (sentence builders)                               Rehearsal, use of scripts
        Role playing                                                      Substitute display for oral report
                                                                           Sufficient wait time for student to begin responding
                                                                           Tape recorder
                                                                           Sentence strips
                                                                           Assistive technology



                                                                                                                                     1
                                                     Voice
       Specially Designed Instruction                                       Accommodations
   Model                                                       Behavior management plan
   Vocal practice                                              Limit amount of talking time
   Social stories                                              Develop signal system so student will know when
   Self monitoring techniques                                   abusive patterns are being used
   Visualization techniques                                    Control environment to eliminate opportunities for
   Relaxation exercises (i.e. yawn-sign)                        vocal abuse
   Visual prompts/cues                                         Tape recorder
   Role playing                                                Assistive technology
   Tactile stimulation
   Digital manipulation
   Direct teaching of replacement behaviors


                                                    Fluency
       Specially Designed Instruction                                       Accommodations
   Modeling                                                    Allow adequate response time
   Starter techniques                                          Allow wait time
   Relaxation techniques                                       Allow student to speak first in oral group situations
   Auditory cues                                               Group presentations instead of individual
   Chunking of words or sentenc                                Peer buddy
   Easy onset                                                  Modeling
   Prolongation                                                Calming techniques
   Breathing techniques                                        Only call on student to answer questions when
   Counseling techniques                                        student volunteers
   Role playing                                                Chunking
   Tactile cues                                                Assistive technology
   Self-monitoring techniques                                  Assistance with speaking tasks
   Visualization
   Choral reading
   Choral speaking


                                               Receptive Language
       Specially Designed Instruction                                       Accommodations
   Visual, written, picture prompts/cues                       Preferential seating
   Modeling                                                    State restate directions (repeat directions)
   System of least prompts                                     Speak with slow rate of speech
   Simultaneous prompting                                      Keep directions simple
   Time delay                                                  Use gestures and visual cues
   Verbal cues                                                 Rephrase directions
   Verbal rehearsal                                            Establish routine to obtain student attention
   Visualization                                               Use picture schedule
   Cloze procedures                                            Use picture cues
   Direct instruction                                          Sentence strips – (sentence builders)
   Auditory bombardment of language targets                    Tape recorder
   Verbal repetition                                           Simplify directions
   Mnemonic strategies                                         Paraphrase directions


                                                  Pragmatics
       Specially Designed Instruction                                       Accommodations
   Social scripts                                              Monitor and provide feedback
   Social stories                                              Peer buddy monitoring
   Written prompts                                             Providing / addressing sensory issues
   Role playing                                                Provide opportunities for: turn taking,
   Modeling                                                     initiating/terminating conversation, commenting,
   Verbal prompts                                               asking questions
   Guided responding                                           Sensory diet
   Environmental prompts                                       Assistive technology
   Chaining
   Shaping
   Video self modeling
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                                             Articulation/Phonology
       Specially Designed Instruction                                    Accommodations
   Auditory Discrimination Training                         Allow adequate response time
   Modeling                                                 Allow appropriate wait time
   Mirror training                                          Provide correct speech samples
   Oral motor exercise                                      Model correct speech patterns when student makes
   Visual prompts                                            incorrect speech patterns
   Repetitive drill / trials                                Tape recorder
   Touch prompts/cues                                       Assistive technology
   Time Delay                                               Educational Interpreter-Signed English
   Minimal pair drills                                      Educational Interpreter-Conceptually Correct English
   Auditory bombardment                                     Educational Interpreter-Pigeon English
   Guided Rehearsal                                         Previewing questions
   Phoneme placement cues                                   Preferential seating
   Tactile prompts/cues                                     Outline skills
   Visual prompts/cues                                      Paraphrasing
   Discrete phoneme production training                     Short statements (eliminate abstract language)
   Oral motor desensitization/stimulation                   Adequate voice volume
   Cued Speech                                              Frequent comprehension checks
   Oral prompts                                             Reduce noise level
   Vocal Practice                                           Repeat directions
   Verbal Rehearsal                                         Picture cues
   Phonemic Awareness Training                              Content-based vocabulary
   Direct instruction                                       Personal directory
   Closed Set Training                                      Color-coded: key words
   Open Set Training                                        Structured environment
                                                             Computer support
                                                             Monitor and provide feedback (oral, signed, etc.)
                                                             Step-by-step instructions




                                                                                                                     3
                                                          Academics
                                                          Basic Reading
            Specially Designed Instruction                                            Accommodations
Describes the types of unique instructional services needed by     Changes in methods of presenting lessons, instructional
a child or youth with a disability to accomplish IEP goals and     techniques and/or materials, and how a student demonstrates
objectives. These services include alterations, modifications,     content learned.
accommodations, and adaptations in instructional methods,
materials, techniques, media, physical setting, or environment.
These services are not ordinarily used with most children or
youth of a given age or grade level, but are needed in order for
a child or youth with a disability to accomplish IEP goals and
objectives.
        Phonemic Awareness Training                                      Student should read aloud
        Decoding Strategies                                              Extended time
        Blending with Visual Prompts                                     Large print
        Use of Decodable Texts                                           Highlighted material
        Time Delay                                                       Tachistoscope
        Repeated Reading                                                 Braille
        Chunking                                                         Oral presentation of materials
        Modeling                                                         Assistive technology
        Compare / contrast strategy
        Direct Instruction
        Model-Lead-Test
        Meta Linguistics
        Picture prompts/cues
        Multi-sensory teaching strategies
        Choral reading
        Paired reading
        Neurological impress
        Echo reading


                                                   Reading Comprehension
            Specially Designed Instruction                                            Accommodations
        Graphic organizers                                               Taped materials
        Modeling                                                         Highlighting
        “Cloze” procedures                                               Large print
        Anticipation guides                                              Braille
        Mnemonic strategies                                              Use of reader
        Advance organizers                                               Paraphrasing
        Visual prompts                                                   Oral presentation of materials
        Pre-teaching concepts / vocabulary                               Assistive technology
        K-W-L strategy                                                   Advance organizers
        Verbal summarization
        Open-ended stories
        Recorded books with appropriate pacing
        QAR – question, answer, response
        Insert strategy
        Choral Reading
        Paired Reading
        Neurological Impress
        Echo Reading




                                                                                                                                 4
                                               Written Language
       Specially Designed Instruction                                   Accommodations
   Tracing handwriting                                     Modified tests and assignments
   Picture prompts                                         Copies of overheads (directions, notes, etc.)
   Visual, physical prompts/cues                           Large print materials
   Modeling                                                Finish task in alternate setting
   Repetitive Practice                                     Story starters – prewriting and composition
   Guided practice                                         Scripted writing task – scaffolding
   Small group instruction                                 Preferential seating for board work
   System of least prompts                                 Highlighting
   Graphic organizers                                      Color coded direction words
   Tactile kinesthetic tracing                             Student paraphrasing of directions
   Direct instruction                                      Raised line paper
   Mnemonic strategies                                     Paragraph with Cloze procedures
   Error monitoring/self-monitoring/editing                Oral response to test questions
   Prewriting activities                                   Scribe
   Mnemonic strategies                                     Tape recorder to talk into/write from
   Computer assisted instruction                           Pencil grips
                                                            Brisk pacing in presentation
                                                            Advance organizers
                                                            Prewriting
                                                            Assistive technology
                                                            Allow test retaking


                             Math (Math Calculation and Reasoning)
       Specially Designed Instruction                        Accommodations
   Direct Instruction                                      Modified tests/assignments
   Multi-sensory teaching strategies                       Note taking (photocopies)
   Next dollar                                             Extended time
   Time delay                                              Graph paper / vertical lined paper
   Most to least prompts                                   Manipulatives
   Modeling                                                Calculator
   Guided practice                                         Use of a number line
   Mnemonic strategies                                     Study guides
   Chunking                                                Peer buddy / peer tutoring
   Word problem strategies                                 Repetitive practice
   Small group instruction                                 Practice and use of a calculator
   Touch five coin counting strategy                       Oral presentation of materials/assessments
   Visual, picture, written prompts/cues                   Assistive technology
   Model-Lead-Test                                         Advance organizers
   Repetitive practice




                                                                                                             5
                                                              Vocational
                                          Task Completion/On Task
             Specially Designed Instruction                       Accommodations
Describes the types of unique instructional services needed by       Changes in methods of presenting lessons, instructional
a child or youth with a disability to accomplish IEP goals and       techniques and/or materials, and how a student demonstrates
objectives. These services include alterations, modifications,       content learned.
accommodations, and adaptations in instructional methods,
materials, techniques, media, physical setting, or environment.
These services are not ordinarily used with most children or
youth of a given age or grade level, but are needed in order for
a child or youth with a disability to accomplish IEP goals and
objectives.
         Modeling                                                          Modified tests/assignments
         Partial participation                                             Use of timer
         Self-talk                                                         Dual set of materials for school and home
         Video self modeling                                               Paraphrasing
         Differential reinforcement (DRO, DRL, DRI)                        Extended time
         Self-monitoring/evaluation                                        Rubric
         Task analysis (student)                                           Peer tutor
         Ecological inventory                                              Mentors
         Graphic organizer                                                 Oral presentation of materials
         System of least prompts                                           Redirection/corrective feedback
         Simultaneous prompting                                            Behavior contract
         Cueing (verbal, nonverbal, visual, picture, photo, etc.)          Environmental modifications
                                                                            Assistive technology
                                                                            Work systems


                                                           Follow Directions
             Specially Designed Instruction                                             Accommodations
        Task analysis                                                      Paraphrase
        Self monitoring                                                    Endless loop tape
        Verbal prompts or cues                                             Alternate modes for giving directions (pictures,
        Differential reinforcement (DRO, DRL, DRI)                          photos, etc.)
        System of least prompts                                            Contracts
        Role playing                                                       Oral presentation of materials
        Modeling                                                           Visual supports
        Self-talk                                                          Assistive technology
        Time delay
        Mnemonics
        Advance organizers
        Video self modeling


                                                           Rate/Speed Work
             Specially Designed Instruction                                             Accommodations
        Direct instruction                                                 Timer
        Verbal prompts                                                     Schedule
        Self monitoring                                                    Checklist
        Differential reinforcement (DRO, DRL,DRI)                          Pictorial representation of task
        Role playing                                                       Audio stimulation to support rhythmic pace
        Modeling                                                           Repeated practice
                                                                            Work systems
                                                                            Assistive technology




                                                                                                                                   6
                                                    Follow Schedule
       Specially Designed Instruction                                         Accommodations
   Direct instruction                                            Color coding
   Graduated guidance                                            Highlighting
   Picture agenda                                                Timer
   Task analysis                                                 Map
   Verbal practice/prompts                                       Picture schedules
   Repeated practice                                             Object schedules
   Modeling                                                      Picture agenda
   Role playing                                                  Repeated practice
   System of least prompts


                                                     Organization
       Specially Designed Instruction                                         Accommodations
   Differential reinforcement (DRO, DRL, DRI)                    Duplicates
   Conferencing                                                  Extra time
   Video self modeling                                           Shortened assignment
   Modeling                                                      Extra books at home
   Direct instruction                                            Step by step instructions
   Task analysis                                                 Color coding
                                                                  Assignment notebook
                                                                  Calendar
                                                                  Peer tutor/buddy
                                                                  Dividers/organizers
                                                                  Work systems


                                                      Attendance
       Specially Designed Instruction                                         Accommodations
   Contracts                                                     Contracts
   Escort to class                                               Escort to class
   Proximity to classroom                                        Proximity to classroom
   Alternate dismissal                                           Alternate dismissal


                                                 Working Independently
       Specially Designed Instruction                                         Accommodations
   Graduated guidance                                            Shortened assignment
   Differential reinforcement (DRO, DRI, DRL)                    Study Carrel
   Verbal prompts/cues                                           Alternate environment
   Task analysis                                                 Work systems


                                                    Decision Making
       Specially Designed Instruction                                         Accommodations
   Self-talk                                                     Pictures
   Mnemonic Strategies                                           Assistive Technology
   Role playing
   Modeling
   Visual prompts/cues
   Direct instruction
   Social stories
   Verbal prompts/cues




                                                                                               7
                                                          Self-Evaluation
           Specially Designed Instruction                                          Accommodations
       Error monitoring                                               Pictures
       Modeling                                                       Work systems
       Task analysis                                                  Rubric
       Self monitoring                                                Progress graph
       Mnemonic strategies                                            Checklists
       Video Self Modeling                                            Peer editing
       Visual prompts/cues



                                                         Social Competence
           Specially Designed Instruction                                          Accommodations
       Differential reinforcement (DRO, DRI, DRL)                     Frequent, positive feedback/specific praise
       Corrective feedback with Re-teaching                           Daily/weekly home contact
       Student repeats directions/paraphrases                         Contracts
       Student study teams                                            Student created reinforcement menu
       Planned ignoring                                               Sequential directions
       Behavior Intervention Plan                                     Short, concise directions
       Direct teaching of replacement behaviors                       Frequent breaks
       Explicit Social Skill Instruction                              Provide opportunity for movement
       Modeling                                                       Signal, inference cues
       Role plays                                                     Proximity control
       Visual, written, vocal prompts/cues                            Structured transitions
       Social Stories                                                 Use of a timer
       De-escalation strategies                                       Reinforcement menu
       Relaxation strategies                                          Peer tutor/buddy
       Direct instruction


                                                        Physical Functioning
           Specially Designed Instruction                                          Accommodations
       Differential reinforcement (DRO, DRI, DRL)                     Partial participation
       Corrective feedback with Re-teaching                           Modified equipment
       Student repeats directions/paraphrases                         Modified rules
       Direct Instruction                                             Modified tests, activities and assignments
       Hand-over-hand guidance                                        Extended time
       Modeling                                                       Peer tutor
       One-on-one instruction                                         Shorter distances
       Redirection                                                    Decrease level of difficulty
       Self-instruction                                               Extra practice of skills
       Self-monitoring                                                Lower goal/target/net
       Self-talk                                                      Alternate activities
       Small group instruction                                        Adapt playing area (smaller, obstacles, removed)
       System of least prompts                                        Use well-defined boundaries
       Verbal prompts                                                 Larger goal/target
       Video Self-Modeling                                            Larger/lighter bat, racquet
       Visualization                                                  Provide frequent rest periods
       Visual, written, vocal, physical prompts/cues                  Lengthen the time
       Social stories                                                 Shorten the time
                                                                       Slow the activity pace
                                                                       Assistive technology

Originally adapted from Fayette County Schools




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