SECTION 504 ACCOMMODATIONS from Richard McCoy’s 2015 Presentation
WORK PRODUCTION AND OUTPUT
• Use a marker/book mark to go under the text to hold attention when reading
• Structure materials to enhance attention & focus:
– Block or Mask page
– Highlight/Underline/Circle important parts
– Enlarge Font Size
– Limit Material on Each Page
• Class Assignments:
– Check for Clarity Often
– Provide samples and models of “standard” and “exemplary” work
– Reduce copying from the board with photocopy of notes
– Allow student to stretch after accomplishing a task
– Use a timer and reward student’s ability to beat the clock during short work periods
• Both Classwork & Homework:
– Break assignments into smaller parts
– Extended time
– Do not penalize for spelling/mechanical errors on tests intended to measure other content/skills
– Differentiate assignments
– Increase communication with parents/guardians
PLANNING AND ORGANIZING
• Use a 3-ring binder with subject dividers and pocket folders (ADD/ADHD J)
• Use a planner
• Provide handouts that are 3-hole punched to put in binder OR have a 3-hole punch to use
• Make a checklist of materials for activities
• Color-code materials
• Use a clipboard to anchor papers
• Provide time to organize materials
TIME AWARENESS & MANAGEMENT
• Require consistent use of calendar/planner
• Check that assignments are recorded
• Assign a peer-helper to double-check planner
• Help with developing a timeline for assignments
• Display clear schedules
• Use pictorial calendar for younger students & refer to them throughout the day
• Provide advanced notice to parents about important assignments/due dates
LISTENING, RECALL, AND FOLLOWING DIRECTIONS
• Repeat Directions
• Simplify Complex Instructions
• Use Study Guides or Partially Written Outlines
• Check for Understanding/ask students to repeat/paraphrase directions
• Pair verbal instructions with written
• Provide written/pictorial checklists, task cards, and reminders of expectations for independent work activities
TEST-TAKING
• Teacher Proximity
• Have test direction read aloud
• Have test items/answer choices read aloud
• Extend time
• Multiple sessions
• Different location
• Allow for oral answers
• Allow supplemental tools (spell checker, calculator, multiplication table/chart)
• Provide graph paper for math related tasks
BEHAVIOR AND SELF-REGULATION
• Increase monitoring and cueing during transitions
• Redirect student when signs of frustration appear
• Increase positive feedback
• Allow students to use a “fidget”
• Provide information ahead of time whenever there are changes in the routine
• Allow alternative seating/work area
• Establish private signals
EXPRESSIVE LANGUAGE
• Provide extra “wait time” before responses (at least 5 seconds)
• Allow alternative options for oral presentations
• Give cues to students when you are going to call on them in class
• Provide an opportunity to discuss answers with a partner before a whole class response
READING
• Use graphic organizers to aid recall
• Audio recordings of the book
• Supplemental materials at an easier reading level
• Large print or magnifying device
• Pair with a Reading Buddy
• Allow student to be Reading Buddy to a younger grade student
• Preview information prior to reading
• Pre-teach challenging vocabulary
• Use marker/book mark to track text
• Photocopy pages of text to highlight
• Permit students to read aloud quietly
WRITING
• Use clipboard to anchor papers
• Allow use of computer to type
• Use college-ruled or wide-ruled paper
• Provide photocopy instead of requiring writing from the board
• Sentence Starters
• Provide desk copies of frequently misspelled words
• Stress accuracy/quality over volume
• Grade content and spelling/mechanics separately
• Enlarge space on tests to write
• Alphabet strips or cursive charts on desk
• Allow sufficient time to write
MATH
• Use a calculator
• Desk references (multiplication tables, formulas, etc.)
• Reduce problems assigned
• Cut up page into strips or rows to be completed
• Provide steps and procedures to multistep problems with a “desk copy”
• Graph paper to keep numbers organized
• Additional samples
OTHER POSSIBLE ACCOMMODATIONS
• Access:
– Special Transportation/Equipment/Access
– Auditory amplification or interpreter
• Scheduling:
– Preferential scheduling to optimize attention level
– Adjust class schedules to address individual issues
• Physical/Medical needs:
– Rest Periods
– Permission for bathroom breaks/water/snacks
– Extended time for missing work without penalty