AUTISM

Accommodations and Modifications

Mini-presentation

By Erin Baskin and Kevin Magee

Wednesday April 11, 2018

What is the difference between Accommodation and Modifications?
Accommodations do not alter in any significant way what the test or assignment measures. An
accommodation allows a student to complete the same assignment or test as other students, but
with a change in the:
timing,
formatting,
setting,
scheduling.

Modification is an adjustment to an assignment or a test that changes the standard or what the test
or assignment is supposed to measure.
Some changes include:
textbooks and curriculum,
the classroom environment,
instruction and assignments,
 Low Tech Strategies

Visual support strategies which do not involve

any type of electronic or battery operated device Time/transitions Accommodations
- typically low cost, and easy to use equipment. ➢ Alert student several reminders before a
transition from one activity to another
Example: ➢ Provide additional time to complete a
❖ Dry erase boards, task.
❖ Clipboards, ➢ Allow extra time to turn in homework
❖ 3-ring binders, without penalty.
❖ Manila file folders, ➢ Ensure safety by providing assistance
❖ Photo albums, when moving about the building.
❖ Laminated PCS/photographs,
❖ Highlight tape,
❖ Visual schedules
 Mid Tech Strategies

Battery operated devices or "simple" electronic

devices requiring limited advancements in Handwriting Accommodations
technology.
➢ Use fill-in worksheets that require
Examples: minimal writing
❖ Tape recorder, ➢ Provide adaptive writing tools, pencil
❖ Language Master, grips, slanted surface
❖ Overhead projector, ➢ Provide a “designated notetaker” or
❖ Timers, calculators, photocopy of other student or teacher
❖ Simple voice output devices notes.
➢ Print a copy of assignments and
directions
 High Tech Strategies = Highly Motivating
Studies show that children with Autism are highly
motivated by computers and videos due to their
predictability and consistency and these tools should be
infused into their daily curriculum.
Research on the use of computers with students
with Autism revealed an INCREASE in:
❖ focused attention,
❖ overall attention span,
❖ in-seat behavior,
❖ fine motor skills
DECREASE in:
❖ Agitation
❖ Self-stimulatory behaviors
❖ Repetitive responses that disrupt task shifting
➢ Videotaping students and watching
videos of class assemblies, recess, music
class and regular class to support social
and academic skills.
➢ Ipads are effective visual tools that don’t
require hand eye coordination and fine
motor skills, which are necessary for
navigating regular computers.
➢ Big Keys is an alternative alphabet
keyboard for younger children with 1 inch
squares & color coded keys (pink=vowel).
➢ Scanners allow student to access
worksheets, pages from textbooks,
assigned readings to their computers.
➢ Trackballs is a mouse that is a stationary
“ball” which can be rolled with the
fingertips or hand. Can lead to ability to
use a standard mouse.
Common Classroom ➔ Visual Communication System
Accommodations and
➔ Picture Schedules
Support for School-Age
Children with ASD
➔ Choice Boards
➔ Behavior
Charts/Reward
Systems
➔ Computer Use ➔ Communication Book for
➔ Extra Time Home/School
➔ Organizational
Support
➔ Help with Class Notes
➔ Homework
Modifications
➔ Preferential Seating
➔ Timers Some of the most
➔ Fidgets effective strategies are
➔ Frequent Breaks
low-tech & low cost!
Curriculum
FaceSay Social Skills Software Game
Accommodations Continued
FaceSay are games
-Develop and use clear visuals for designed to help
instruction, which help promote teach
predictability (highlighting info, color children/adults with
ASD about emotional
coding, visual directions/schedules)
and behavioral cues.
-Use interests and strengths to structure Geared towards
curriculum (tech, visuals, role-play, school age students
physical movement) to support social
-Develop and use rules (social, behavior, relationships.
communication, general)
-Develop social stories and scripts to Individualize for your
student based on needs
support teaching social cues (FaceSay)
(mouth stimulation,
-Evaluate and Assess child’s sensory weighted objects, adjust
needs (Auditory, Tactile, Visual) and plan lighting, chair push-ups ,
curriculum and classroom environment swing bars, fidget toys,
accordingly. etc.)
 Environmental Support and Classroom Arrangements
-Special seating arrangements: limiting
auditory or visual distractions and allowing
close proximity to materials

-Quiet corner with weighted blankets and

away from classroom stimulation

-Break tickets or system that permits

student to leave class when a break is needed

-Small group instruction to offer 1:1 attention

and peer interaction & support

-Visual Agendas, visual directions, consistent

systems and strategies used at home &
school
Modes of Technology (including technology designed as augmentative communication
systems), can be used for children with autism to increase or improve their:

● Overall understanding of their environment; ● Organization skills; (folders, color

(arranged and designed with intention) coding, 3-ring binders)
● Expressive communication skills; (dry erase ● Academic skills; (low-mid-high AT
boards, clicker app, communication cards) options that best support needs, adapt
● Social interaction skills (Visual cue cards, physical environment, peer support)
social stories & scripts, role play) ● Self help skills; (Give choices & control,
● Attention skills; (timers, tape recorder) visual schedule, home/school
● Motivation skills; (reward charts, computer communication log)
time) ● Overall independent daily functioning
skills (interacting with GenEd peers,
following modified curriculum)
"Written by Susan Stokes under a contract with CESA 7 and funded by a
discretionary grant from the Wisconsin Department of Public Instruction. "
Resources
https://www.cesa7.org/sped/autism/assist/asst10.htm

https://www.carautismroadmap.org/accommodations-and-supports-for-school-age-students-wit
h-asd/

http://tcsps.sharpschool.net/UserFiles/Servers/Server_981069/File/Migrated%20Documents/2
0_classrm_modifications_for_students_with_autism.pdf

file:///C:/Users/5167236/Downloads/fape.accoms.mods%20(1).pdf

file:///C:/Users/5167236/Downloads/General_Strategies-Autism.pdf