Accommodations Menu

Kianna Marlatt
SPU 314
Dr. Stanfa
 Specific Learning Disability
• Definition
– A disorder in 1 or more of the basic psychological processes involved
in understanding or in using language, spoken or written, which
disorder may manifest itself in the imperfect ability to listen, think,
speak, read, write, spell, or do mathematical calculations.
• Characteristics
– imperfect ability to listen, think, speak, read, write, spell, or do
mathematical calculations
– Disorders included; Such term includes such conditions as perceptual
disabilities, brain injury, minimal brain dysfunction, dyslexia, and
developmental aphasia.
– Disorders not included; Such term does not include a learning problem
that is primarily the result of visual, hearing, or motor disabilities, of
mental retardation, of emotional disturbance, or of environmental,
cultural, or economic disadvantage.
 Specific Learning Disability
Accommodations
• Listen
– Give directions in written form for the students to see rather than
listen to.
• Speak
– Instead of the students presenting their work to the class, they can
write a short response about what they did instead.
• Read
– Instead of students having to read what’s on the worksheet to fill in
the blanks, the worksheet will use strictly pictures to show the shapes
instead of having the shapes listed.
• Spell
– Give a word bank on the worksheet for the students to use for the fill-
in-the-blank spaces.
• Mathematical Equations
– Reduce the number of shapes that they need to identify.
 Intellectual Disabilities
• Definition
– means significantly sub average general intellectual
functioning, existing concurrently with deficits in adaptive
behavior and manifested during the developmental
period, that adversely affects a child's educational
performance.
• Characteristics
– Difficulty with memory
– Difficulty following rules and routines
– Difficulty using academic strategies
– Short Attention Span
– Unable to Speak
 Intellectual Disability
Accommodations
• Difficulty with memory
– Review the lesson and give a handout with the number line to
use as a guide for counting.
• Difficulty following rules and routines
– Have the rules posted or written where they can be visible to
the student at all times.
• Difficulty using academic strategies
– Provide a note taker for the student during lecture periods.
• Short Attention Span
– Have an aide on hand to help keep the student on task and up
to speed with the rest of the class.
• Unable to Speak
– Provide a communication board for the student.
 Behavior Disorders
(Emotional Disturbance)

• Definition
– A condition exhibiting one or more of the following characteristics
over a long period of time and to a marked degree that adversely
affects a child's educational performance:
• Characteristics
– An inability to learn that cannot be explained by intellectual,
sensory, or health factors.
– An inability to build or maintain satisfactory interpersonal relationships
with peers and teachers.
– Inappropriate types of behavior or feelings under normal circumstances.
– A general pervasive mood of unhappiness or depression.
– A tendency to develop physical symptoms or fears associated with
personal or school problems.
 Behavior Disorders
Accommodations
• An inability to learn that cannot be explained by
intellectual, sensory, or health factors.
– Set up personalized goals and strategies.
• An inability to build or maintain satisfactory interpersonal
relationships with peers and teachers.
– Use small groups to encourage social interaction.
• Inappropriate types of behavior or feelings under normal
circumstances.
– Establish a quiet, cool off area.
• A general pervasive mood of unhappiness or depression.
– Teach self-talk to relieve stress and anxiety.
• A tendency to develop physical symptoms or fears
associated with personal or school problems.
– Communicate with parents so similar strategies and
techniques are used at home.
 Physical Disabilities
(Orthopedic Impairment)

• Definition
– A severe orthopedic impairment that adversely affects a child’s
educational performance. The term includes impairments
caused by a congenital anomaly, impairments caused by disease
(e.g., poliomyelitis, bone tuberculosis), and impairments from
other causes (e.g., cerebral palsy, amputations, and fractures or
burns that cause contractures).
• Characteristics
– Neuromotor Impairment
– Hearing
– Wheelchair Bound
– Bladder Control
– Dwarfism
 Physical Disability
Accommodations
• Neuromotor Impairment
– Provide the student with pre-cut, big shapes.
• Hearing
– Provide the student with front row seating and give them a worksheet
with all the directions written out for them to follow along with.
• Wheelchair Bound
– Provide the student with specialized desk arrangements for
comfortable seating during class.
• Bladder Control
– Allow for frequent breaks to use the restroom if needed.
• Dwarfism
– Provide a step stool and make sure that all supplies are readily
available and accessible at all times.
 Visual Impairments
• Definition
– including blindness means an impairment in vision
that, even with correction, adversely affects a child's
educational performance. The term includes both
partial sight and blindness.
• Characteristics
– Blind
– Partial Blindness
– Color-Blind
– Sensitivity to Light
– Tunnel Vision
 Visual Impairment
Accommodations
• Blind
– Provide braille for the student.
• Partial Blindness
– Make the print on the handouts in large print so it is easier on the eye
for the student.
• Color-Blind
– Anything that is color coded will have a description of the shape and
color.
• Sensitivity to Light
– Put material over the lights to make the room not as bright (“amber
lighting”).
• Tunnel Vision
– Use voice recognition software if the student can’t keep up with what
is being written on the board.
 Autism
• Definition
– A developmental disability significantly affecting verbal and nonverbal
communication and social interaction, generally evident before age
three, that adversely affects a child's educational performance.
• Characteristics
– Other characteristics often associated with autism are engagement in
repetitive activities and stereotyped movements, resistance to
environmental change or change in daily routines, and unusual
responses to sensory experiences.
– Autism does not apply if a child's educational performance is adversely
affected primarily because the child has an emotional disturbance.
– A child who manifests the characteristics of autism after age three
could be identified as having autism.
 Autism
Accommodations
• Difficulty visualizing
– Use visual directions so the student can see EXACTLY what they are
supposed to be doing.
• Difficulty with change in daily routine
– Give the student a proper notice that the class will be moving on to
the next task.
• Needs Movement
– Provide an exercise ball for a desk chair to allow for movement while
sitting in class.
• Difficulty staying focused
– Use the student as a participant or helper to help maintain their focus
and attention during the lesson.
• Physical Environment
– Create learning centers where materials are easily accessible for the
student.