Providing accommodations for students with special needs

Accommodations vs. modifications Consider all areas of accommodation

(methods, materials, technologies) when developing interventions.

Consider independence, efficiency, and access to the material when developing accommodations

Preserve dignity and confidentiality Build strong relationships

Assisting students who are hearing impaired

Optimal seating (near front or on hearing side) Face the student when talking/ get the student’s attention minimize background noise before giving directions. Students raised on the American Sign Language: ASL is not English or abbreviated

English…it’s a separate language. As they learn to read and write, they are learning a new language. Translating their thoughts in to written language can be challenging.

Consider learning some basic ASL Written directions on board or paper Check frequently for understanding Utilize aid for signing or class partner Use graphics when possible Do not cover your mouth or chew gum. If a person is wearing a hearing aid, do not assume the individual can hear you. When you are communicating orally, speak slowly and distinctly. Use gestures and facial

expressions to reinforce what you are saying. Remember that only about one third of spoken words can be understood by speech reading. When communicating by writing notes, keep in mind that some individuals who use sign

language may lack good English reading and writing skills. If someone with a hearing disability cannot understand you, write a note to ask him or her

what communication aid or service is needed.

Assisting students who are behaviorally challenged

Proximity Selective seating and grouping Show relevance Allow for as much choice as possible Keep student engaged Provide variety *Check frequently for understanding Present material in as many formats as possible (auditory,

visually, etc.) Use praise. Allow for movement in the room when possible Re-explain directions one-on-one if the student does not initiate

work.

Additional Tips

Speak in a quiet voice and try not to show anger (use anger sparingly).

Under react Ignore annoying noises that the student is making when they are

upset unless they are really distracting to the other kids. Allow for cool down time before addressing stressful issues Never power struggle Deal with students alone or in the hallway when addressing

issues…try not to allow the students to draw negative attention to himself/herself or be a model for bad behavior (or to tell stories about themselves and misbehavior in a bragging fashion).

When discussing behavior, make expectations/consequences very clear and be firm.

If at all possible, make sure that the assigned work is at a level that they can complete.

Students with visual impairment

Provide text in Braille or audioRemember that only 10% of students

who are blind read BrailleOrally explain directions in addition to

providing written directionsPartnersOptimal seating

Students who are academically challenged:

Choices Begin with knowledge and comprehension questions

before moving to higher level application, analysis, synthesis or evaluation questions.

Provide extended time Know exactly where the student is academically

challenged Utilize resources and specialists “Catch me a fish…” Provide different versions of different text Be careful to preserve dignity Accommodate as much as possible before modifying

Students who are academically gifted

Provide students with choices Be careful not to just pile on more work to keep these students

busy Provide more complex versions of the written materials Prepare questions that go beyond knowledge and

comprehension such as those requiring application analysis, synthesis, and evaluation.

Give them opportunities to lead Allow them to work at a different pace Adjust feedback for these students (What will be expected of

them at the next level and beyond?) Give them opportunities to explore their interests as they relate to

the curriculum