Erica Mistler

Accommodations Menu
Intellectual Disabilities
Definition: Intellectual disability is a disability characterized by significant
limitations both in intellectual functioning (reasoning, learning, problem solving)
and in adaptive behavior, which covers a range of everyday social and practical
skills. This disability originates before the age of 18. (AAIDD, 2013)
Characteristics:
Have trouble speaking
Find it hard to remember things
Not understand how things work
Have trouble understanding social rules
Have trouble seeing the consequences of their actions
Have trouble solving problems
Have trouble thinking logically
Examples:
Down Syndrome
Fragile X Syndrome
Prader-Willi Syndrome
Angelman Syndrome
Accommodations:
Listen to audio recordings instead of reading text
Work with fewer items per page or line
Materials in a larger print size
Have a designated reader
Hear instructions orally
Record a lesson
Have a student share class notes with him
Be given an outline of a lesson
Use visual organizers
Be given a written list of instructions
Dictate answers to a scribe
Capture responses on an audio recorder
Use a spelling dictionary/electronic spell-checker
Use a word processor
Use a calculator or table of math facts
Work or take a test in a different setting
Sit where he learns best
Use special lighting or acoustics

Take a test in a small group setting

Use sensory tools
Take more time to complete a task or a test
Have extra time to process oral information and directions
Take frequent breaks
Take more time to complete a project
Take a test in several timed sessions or over several days
Take sections of a test in a different order
Take a test at a specific time of day
Use an alarm to help with time management
Mark texts with highlighter
Have help coordinating assignments in a book or planner
Receive study skills instruction
Complete fewer or different homework problems than peers
Write shorter papers
Answer fewer or different test questions
Create alternate projects or assignments
Learn different material
Get graded or assessed using a different standard than the one for
classmates
Be excused from particular projects

Specific Learning
Definition: Specific learning disability means a disorder in one or more of the
basic psychological processes involved in understanding or in using language,
spoken or written, that may manifest itself in an imperfect ability to listen, think,
speak, read, write, spell, or to do mathematical calculations, including conditions
such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia,
and developmental aphasia. (Wisconsin Department of Public Instruction, 2014)
Characteristics:
Appears to possess average or above average intelligence based on
standardized intelligence tests but does not perform at expected
achievement levels when exposed to conventional teaching strategies
Scores indicate inconsistency and great variability between expectancy
and performance
Short attention span; unable to concentrate on any one task for very
long
Easily distracted by irrelevant stimuli
Disorganized in the use of books and materials
Unable to follow and understand class discussion; appears to be
inattentive or daydreaming

Difficulty understanding meaning of time and fails to comprehend the

requirements of completing assignments within a certain time frame
Visual discrimination difficulties; confusion of similar letters and words
Letter and word reversals and inversions
Difficulty in following and retaining visual sequences
Word substitutions
Distracted reading; skipping and jumping over words
Omission of words, phrases and sentences
Slow recognition of words
Difficulty in separation words into their component phonemes and
syllables or in blending them into whole words
Difficulty in spontaneous recall of sounds associated with letters and
words
Disturbances in auditory sequencing
Inability to form letters or digits correctly
Difficulty in staying on or between the lines
Difficulty in judging length and width of letters
Difficulty in spatial organization, identification or matching of shapes,
and/or rotation of distortion of drawings of geometric designs
Difficulty in discrimination left from right
Difficulty in analyzing and solving math problems of various complexity,
including those involving probability
Difficulty in associating the spoken form with the correct printed
material
Difficulty in learning the cardinal and ordinal system of counting
Difficulty understanding the meaning of the process sign
Difficulty in understanding the arrangement of numbers on a page
Inability to follow and remember the sequence of steps used in various
mathematical operations
Difficulty with concepts of space, time, size, distance, quantity and/or
linear measurement
Hyperactivity, attention deficits: constant motion, inability to attend to a
specific task for a required period of time
Emotional lability: easily upset, anxious, low frustration threshold, may
exhibit rapid change from one mood to another
Impulsivity: uninhibited, acts without thinking
Distractibility: difficulty in attending dominate stimuli, may abnormally
fixate on unimportant details
Perseveration: attention becomes fixed upon a single task, which is
repeated over and over
May frequently demonstrate an inability to assimilate, store of recall
visual and/or auditory stimuli; inability to identify or discriminate
between visual and auditory stimuli

May be confused in his/her relationship to the physical environment

and become disoriented in a familiar setting such as school,
playground, and neighborhood
May frequently disrupt the classroom, demand attention to an
inappropriate degree, speak out of turn or exhibit an inability to control
responses
May disregard or fail to understand the feelings of others
May demonstrate a low tolerance for change, may react
inappropriately to stimuli
May lack self-sufficiency, seldom initiates appropriate activities, may
have limited knowledge or acceptance of age role and may
compensate by acting foolish or making fun of others
Has difficulty interpreting emotions, attitudes and intentions others
communicate through nonverbal aspects of communication
Fails to grasp simple word meanings
Comprehends words in isolation but fails to comprehend in connected
speech
Frequently uses incomplete sentences and has numerous grammatical
errors as evidenced by poor use of pronouns and verb tenses
Unable to organize and express ideas even when adequate
information is provided, relates minor or irrelevant details
Cannot give clear and appropriate directions
Does not recognize and understand figurative language such as
alliteration, similes, metaphors, personification, and idioms
Uses gestures extensively while talking or in place of speech
Cannot predict outcomes, make judgments, draw conclusions or
generate alternatives after appropriate discussion
Has problems interpreting and/or using vocal pitch, intensity and timing
for purposes of communicating subtle distinctions in emotions and
intention
Asks questions and/or responds to questions inappropriately
(especially wh and how questions forms)
Has difficulty comprehending and using linguistically complex
sentences
Has problems acquiring and using grammatical rules and patterns for
word and sentence formation
Has difficulty interpreting or formulating compound or complex
sentences (oral and written), sentences which compare and contrast
ideas or show cause-effect relationships
Cannot write an organized paragraph using related sentences of
varying length and grammatical complexity
General coordination poor; awkwardness evident in skipping, climbing,
running, walking, jumping, hopping, etc.

May fall or stumble frequently or maintain equilibrium by touching

tables, chairs, or desks when moving about the room
May exhibit difficulty with fine motor coordination tasks
May have difficulty differentiating between right and left; may exhibit
directional confusion, mirrior-writng, reversals, inversions or rotations
of letters and/or numerals

Examples:
Dyslexia
Dysgraphia
Dyscalculia
Developmental Aphasia
Attention Deficit Hyperactivity Disorder
Tourettes Syndrome
Accommodations:
Review prerequisite skills before introducing new material
Use of mnemonics strategy
Cooperative learning groups
Modeling procedures
Screen reading software
Word processors
Provide preferential seating
Provide special lighting or acoustics
Provide plenty of space for answers
List multiple choice options in vertical rather than horizontal format
Oral verses written response
Voice input and output software
Administer a test in several timed sessions or over several days
Provide a day planner
Emotional/Behavior Disorders
Definition: Emotional/behavior disorders can be defined as an inability to learn
that cannot be explained by intellectual, sensory, or health factors, as an inability
to build or maintain satisfactory interpersonal relationships with peers an
teachers, inappropriate types of behavior or feelings under normal
circumstances, a general pervasive mood of unhappiness or depression, or a
tendency to develop physical symptoms or fears associated with personal or
school factors. (IDEA, 2004)
Characteristics:

Disrupts classroom activities

Impulsive
Inattentive, distractible
Preoccupied
Does not follow or appear to care about classroom rules
Poor concentration
Resistance to change and transitions in routines
Often speaks out with irrelevant information or without regard to turn
taking rules
Demonstrates aggressive behavior
Intimidates and bullies other students
Regularly absent from school
Consistently blames others for their dishonesty
Low self esteem
Difficulty working in groups
Demonstrate self injurious behavior
Can not apply social rules related to others personal space and
belongings
Often manipulative of situations

Examples
Adjustment Disorders
Attention Deficit/Hyperactivity Disorder
Oppositional Defiant Disorder
Conduct Disorder
Anorexia Nervosa
Seriously Emotionally Disturbed
Anxiety Disorders
Obsessive Compulsive Disorder
Post Traumatic Stress Disorder
Selective Mutism
Bulimia Nervosa
Bipolar Disorder
Major Depressive Disorder
Autistic Disorder
Schizophrenia
Accommodations:
Set up goals aimed at social interactions
Use role-playing situations
Use seating arrangements to encourage social interaction
Set clear rules and expectations with visual stimulating material

Clearly post rules

Stay consistent in expectations
Set limits and boundaries
Use behavior contracts
Use a highly structured environment
Develop a cue word for the child to note inappropriate behavior
Communicate with parents, so similar strategies and expectations are
used at home
Establish a quiet cool off area
Teach self-talk to relieve stress and anxiety
Teach and put in place self-monitoring and self-control techniques
Provide time for relaxation techniques
Be aware of your speech and non-verbal cues when talking to the
student

Physical Disabilities
Definition: A physical disability is a severe orthopedic impairment that adversely
affects a childs educational performance. The term includes impairments caused
by disease, and impairments from other causes. (IDEA, 2004)
Characteristics:
Paralysis
Altered muscle tone
An unsteady gait
Loss of, or inability to use one or more limbs
Difficulty with gross-motor skills such as walking or running
Difficulty with fine-motor skills such as buttoning clothing or
printing/writing
Examples:
Cerebral Palsy
Spinal Cord Injury
Amputation
Multiple Sclerosis
Spina Bifida
Musculoskeletal injuries
Accommodations:
Arrange for classroom furniture such as wheelchair height
workstations, aisle widths, etc.
Do not hang onto or lean on a wheelchair
Push the wheelchair only if asked or if you have offered and it has
been accepted

Assist the student in finding a note taker

Accept tape recording of written assignments/exams
Give exams orally when necessary or allow extra time for students who
are able to write but who have diminished speed
Encourage students to use a scribe or computer for exams
When selecting a grading criteria, consider the total competencies
learned rather than the speed with which the student complete a task
Allow a tape recorder for lectures and discussions
Allow students to alternate activities in sitting, standing, and walking
Be aware of emotional discomfort that often accompanies chronic pain

Visual Impairments
Definition: Visual impairment including blindness means impairment in vision
that, even with correction, adversely affects a childs education performance. The
term includes both partial sight and blindness. (IDEA, 2004)
Characteristics:
Blurring of vision
Loss of a part of the visual field (e.g. central vision)
Difficulty maintaining a steady gaze and coordinated eye movements
A cognitive problem understanding what is seen
Color blindness
Examples:
Cataracts
Glaucoma
Macular Degeneration
Retinitis Pigmentosa
Accommodations:
Good lighting
Desk should not face the window
Teacher should not stand in front of a window
Position the television, closed captioned television or computer so it
does not receive glare from the window or other lighting source
Cover glass doors on cabinets and metal surfaces
Remove glass from pictures
Pull shades or window covering
Use lampshades to control glare
Provide colored filters/acetates over light bulbs

Minimize glare from shinny surfaces, such as glossy paper, table tops,
desk, floors, etc. by covering surfaces with dark, non-glossy cloth or
construction paper
Arrange desks and working areas so the light falls on the desk and
working area without shadows
Position lamps directly above the task
Allow student to change their seat to obtain the best lighting
Plan for periodic adjustment of desk and working area to provide the
best available light
Provide reading stands/slant board to maintain good posture and
optimum use of lighting for near tasks
Replace light/lamp bulbs when dim or defective
Allow for flexible seating
Clean chalkboards/whiteboards frequently
Provide extra storage and/or working space to accommodate supplies:
o Tape player/recorder
o Brailler
o Large print books
o Reading stands/slant boards
o Desktop lamps
Allow the students with a visual impairment to explore the room in
order to become familiar with the layout
Provide reading stand/slant board to relieve neck and back fatigue
Provide typoscope/straight edge ruler to isolate lines or sections in
texts or on paper to maintain the students place in the text
Allow and provide for a combination of devices and materials
o Large print
o Regular print
o Magnifiers
o Monocular/binocular telescopes
o Closed captioned television
o Reading with print close to eyes
o Provide appropriate writing material
Bold lined paper
Raised line paper
Black felt tip pens
Non-glossy paper
Know the functional visual needs of each student
Alternate the students day between near tasks and less demanding
tasks
Verbalize all writing on the board as well as other information
Minimize copying

Make all writing on the board large and clear and place in the line of
vision of the student
Provide rest periods
Minimize clutter on pictures and materials
Provide list of assignments in advance
Provide copies of overheads in advance
Be aware of benefits of color and contrast in materials
Use concrete rather than abstract objects as much as possible
Allow students to tacitly handle materials being shown or demonstrated
Allow extra time to complete assignments

Citations
Definition of Intellectual Disability. (n.d.). Retrieved December 1, 2014, from
http://aaidd.org/intellectual-disability/definition#.VHzjjodLrww
Special Education. (n.d.). Retrieved December 1, 2014, from
http://sped.dpi.wi.gov/sped_ldcriter
IDEA - Building The Legacy of IDEA 2004. (n.d.). Retrieved December 1, 2014,
from http://idea.ed.gov/explore/view/p/,root,regs,300,A,300%2E8,
Physical Disability. (n.d.). Retrieved December 1, 2014, from
http://www.ed.gov.nl.ca/edu/k12/studentsupportservices/physical.html
Vision. (n.d.). Retrieved December 1, 2014, from
http://www.ridbc.org.au/blindness

Candy Cane Lesson Plan

STANDARD: (PA Common Core): 2.1.K.E
I. Performance Objectives (Learning Outcomes)
The objective of this lesson is to teach the students about patterns. The students
should be able to form different patterns such as AB, AAB, ABB.
II. Instructional Materials
Black paper
Pre cut one inch white and red squares
Pencils
Glue
White crayons
III. Subject Matter/ Content (prerequisite skills, key vocabulary, big idea)
Prerequisite skills:
Students need to know what a candy cane looks like
Key Vocabulary:
Pattern
Alternate
Big Idea:
The students will learn about different patterns and how to identify
them

IV. Implementation
A. Introduction The teacher will put examples of different color patterns
on the board. The teacher will go over the different kinds of patterns
with students like AB, AAB, and ABB. The teacher will have the
students come up to the board and put the next to colors up that they
think will come next. After the teacher thinks the students have a good
understanding of the different patterns they will give the assignment to
the students.
B. Development The students will be given black construction paper,
pre-cut red and white squares, pencils, and white crayons. The
students will be told to draw a candy cane with their pencil on the
black piece of construction. An example of what the teacher wants
should be drawn on the board so the students can model it. Tell the
students to use the cut pieces of red and white paper and make one of
the patterns taught in class with them. The students should glue the
different pieces on to the candy cane in the pattern they chose. After
the students are finished they should be prompted to draw with the
white crayon on the black construction paper anything they want that
has to do with the holiday season.
C. Closure After the students are done making their candy cane,
students that would like to share what they created can come up to the
front of the class and share their picture with their classmates and
explain about the pattern that they used for their candy cane.
D. Accommodations / Differentiation

Students can be given extra time to work on their project

Students can be given written instructions to follow so they know what
step comes next
Students can have examples of the different patterns on their desk so
they know which color they should put next

E. Assessment/Evaluation plan
Students can be evaluated on whether or not their candy cane follows
one of the patterns taught in class
Students can also be evaluated on how well their strips of paper are
glued to the construction paper