ACCOMMODATIONS
Below are a list of accommodations that will be implemented in the instruction and assessment of two students in the class diagnosed with Attention Deficit disorder. One student will require most of the accommodations listed below as he has more difficulty in focusing on tasks at hand. The other student will only need some of the accommodations that will be made available. In addition, many of these accommodations, such as those in instruction, will be available to students not requiring extra help. However, the accommodations they will be exposed to will benefit their learning experience rather than detracting from it. As this class is an advanced 10th grade American Literature class, both students are intelligent enough not to require any accommodation in the reading level of the works we will cover in this unit. However, they may require more reading time and more time for finishing in-class assignments. These situations will be dealt on a case-by-case basis.
Instruction
Teacher will
Allow students to tape lectures.
Allow typewritten or word processed
assignments.
Provide students with a written
outline of material covered in daily lesson.
Implement peer tutoring as needed.
Print board work and oral instruction
so students may refer to it later.
Testing
Teacher will
Provide practice questions for study.
Provide a test helper to read the
test questions [for the specified students].
Allow use of a dictionary during
tests.
Provide extra time to finish [for the
specified students] if necessary.
Grades
Teacher will
Base grades on the amount of
improvement an individual makes.
Base grades on IEP objectives [for the specified students].
Base grades on effort as well as
achievement.
Mark student's correct answers, not
his/her mistakes on classwork and homework.
Homework
Teacher will
Evaluate homework by amount of time
the student's parent agrees they spent on it [for the specified students].
Allow student to work on homework
while at school.
Schedule time after school to be
available for student questions.
Give frequent reminders about due
dates.
Work with specified students to
outline a work plan on assignments in the students daily/weekly journal
(especially longer more complicated ones).
Allow extra credit assignments.
Physical
Arrangement of the Classroom
Teacher will
Seat specified students near teacher.
Stand near specified students when
giving instructions.
Provide a structured routine in
written form.
Provide organizational strategies
such as charts, timelines, and compensatory strategies as applicable to the
lessons and assignments.
Use materials that address all
students' learning style (visual, tactile, etc.).
Communication
Teacher will
Work with specified students and parents at the beginning of the semester to
develop a daily/weekly journal.
Schedule periodic parent/ teacher
meetings as needed
Provide parents and students with a
duplicate set of texts that they can use at home for the school year
Email a weekly schedule of class and
work assignments and weekly progress reports to the students' parents. (As both
students have parents with access to email.)
Adapted from Classroom Accommodations Parent
Journal, Spring 1996