Increase the odds of your child succeeding in school by pinpointing his problems in the classroom and including effective accommodations in his IEP or 504 Plan to remedy

them. Below is a list of challenges your child may face during the school day along with specific accommodations to overcome them.

Talk with your child’s teacher about implementing these strategies .

Problem: ACTS UP IN ClASSroom

“Erik is easily distracted by classroom activity, acts

out in class to gain negative attention, and reaches

across desks to talk to or touch other students.”

ACCommodATIoNS To reqUeST

• Seat himfront and center, nearthe teacher, and away from

doors orwindowswhere noise or passing studentsmay

distract him

• Tweak the seating plan so he sits nextto a good rolemodel

• Increase the distance between desks, if possible

• For youngerstudents,mark an areawith tape around his

desk inwhich he canmove freely

Problem: INComPleTe ASSIGNmeNTS

“Julie is unable to complete work within the given

time, isn’t able to keep up the quality of work, and

has difficulty following instructions.”

ACCommodATIoNS To reqUeST

• Allowher extra time to complete assignedwork

• Break long assignmentsinto smallersegments

• Shorten assignments orwork periods

• Pairwritten instructionswith oral instructions

• Set a kitchen timerfor10-minute intervals and have the

student get up and showyou herwork

Problem: GeTS dISTrACTed

“Jennifer falls behind during classroom discussions;

when taking notes, complains that lessons are bor-
ing, and turns in work with careless mistakes.”

ACCommodATIoNS To reqUeST

• Provide her peer assistance in note taking and ask her

questionsto encourage participation in discussions

• Enlist herto help presentthe lesson

• Cue herto stay on taskwith a private signal—a gentle tap

on the shoulder,for example

• Schedule a five-minute period for herto check overwork

before turning in homework ortests.

Continued on next page.

Problem: INTerrUPTS

“Richard constantly engages in attention-getting

behavior, blurts out answers, and interrupts others.

He needs reinforcement and long-term help with

improving behavior.”

ACCommodATIoNS To reqUeST

• Ignoreminorinappropriate behavior

• Increase immediacy ofrewards and consequencesfor

good and bad behavior

• Acknowledge correct answers onlywhen his hand israised

and he is called upon

• Send daily/weekly progressreports home

• Set up a behavior contractwith student and parents

Problem: loSeS FoCUS

“Alex daydreams a lot and isn’t able to stay focused

on the subject matter thatis being taught.”

ACCommodATIoNS To reqUeST

• Use clear verbalsignals:“Freeze,”“Thisisimportant,” or

“One,two,three…eyes onme”

• Use a flashlight or a laser pointerto illuminate objects or

words youwant himto pay attention to

• Illustrate vocabularywords and science conceptswith

small drawings orstick figures

• Ring a bell or chimes; play a chord on a guitar or keyboard.

Problem: reSTleSS IN ClASS

“Robby is constantly tapping his foot and fingers in

class and has difficulty focusing for long periods of

time.”

ACCommodATIoNS To reqUeST

• Allowhimto run errands,to hand out papers, orto stand at

timeswhileworking

• Give hima fidgettoy in classto calmhimdown and to

increase concentration

• Provide short breaks between assignments

• Give himan air-filled rubber disk to sit on that

allows himtowiggle.

Problem: dISorGANIzed, Poor PlANNer

“Anita can’t keep track of papers and has trouble

remembering homework assignments. She loses

books allthe time.”

ACCommodATIoNS To reqUeST

• Color code bindersto specific academic subjects—green

formath,red for English

• Provide handoutsthat are three-hole punched in advance

• Use brightly colored paperfor project assignments,

providing details and due dates

• Provide studentwith assignment book and supervise

writing down of assignments

• Appointmonitorstomake sure thatstudentswrite down

homework assignments atthe end ofthe day

• Allowstudentto keep a set of books at home

Problem: SoCIAl ProblemS

“Marnie is unclear about social cues. She does not

work well with others and isn’t respected by her

peers. As a result, she has low self-confidence.”

ACCommodATIoNS To reqUeST

• Set up social-behavior goalswith her and implement a

reward program

• Encourage cooperative learning tasks

• Assign specialresponsibilitiesto herin presence of

peer group

• Compliment positive behavior andwork

• Give her an opportunity to actin a leadership role

• Encourage social interactionswith classmates

• Plan teacher-directed group activities

• Acknowledge appropriate behavior and goodwork frequently

LEAVE A REPLY

Please enter your comment!
Please enter your name here