Written by Nicole Lehman
Do you have a student who struggles to pay attention? Who struggles to sit still? Who struggles to grasp a concept because they just can’t concentrate? Do you have more than one of these students in your classroom?
According to the U.S. Department of Education, National Center for Education Statistics, 4.5% of students have a diagnosed learning disability (Fast Facts, 2016). To help them succeed academically, school districts provide 504 Plans or IEPs. What about the students who struggle, yet don’t qualify these plans? What can teachers do to help them succeed without reducing their learning expectations?
Here are five handy tips you can use to help any student succeed in your classroom.
Presentation accommodations pertain to the method in which a student receives the information. Because the most standard form of presentation is in written form and the students have to read instructions, students who struggle with reading and comprehension will have difficulties with that form. The disabilities related to struggles with the form of presentation could be physical, sensory, or cognitive (intellectual).
Presentation accommodations include auditory, multi-sensory, tactile, and visual methods. Examples of these methods are using large print or magnification devices, providing an outline or other form of notes, a human reader or audiotapes, or repeating directions.
Questions to ask include: Can the student read and understand directions? Does the student need directions repeated frequently? Has the student been identified as having a reading disability?
Response accommodations pertain to the method in which the student completes activities, assignments, and other assessments. Students who benefit from these types of accommodations are students who have learning, physical, or sensory disabilities, including difficulties with memory, sequencing, organization, writing, and/or spelling.
Response accommodations include using a scribe or tape recorder for taking notes or writing responses, having a spelling and grammar device, using a computer, or being able to mark answers on a test in a different method.
Questions to ask include: Can the student use a pencil or other writing instrument? Does the student struggle with spelling? Does the student have trouble with tracking from one page to another and maintaining his or her place?
Timing/Scheduling Accommodations pertain to the amount of time a student is given for completing a task, such as a test or certain assignments or activities. Students who benefit from these types of accommodations are students who cannot concentrate for extended periods of time, fatigue easily, have health-related disabilities, or special diets and/or medications.
Timing/scheduling accommodations include extended time, frequent breaks, or multiple testing sessions.
Questions to ask include: Can the student work continuously during the entire time allocated for test administration? Does the student tire easily because of health impairments? Does the student need shorter working periods and frequent breaks?
Setting Accommodations pertain to the environment in which the student is completing a task. Students who benefit from these types of accommodations are students who have difficulties staying on task, or are easily distracted in large group settings or in over-stimulated environments.
Setting accommodations include a change of room or location in the room, headphones to block out noise, or study carrels.
Questions to ask include: Do others easily distract the student? Does the student have trouble staying on task? Does the student exhibit behaviors that would disrupt others?
Asset-based accommodations involve activities that allow the student to engage their hands as well as their minds. This is especially beneficial for students who have difficulties sitting still and focusing on lecture-based lessons.
These types usually require a trial-and-error period and practicing both at school and at home before finding the appropriate accommodation that meets the child’s needs (Fink, 2014). Because of the extensive time usually needed to determine and apply asset-based accommodation, they are often not used.
Remember, each child is different, and each child wants to learn! It may take some extra time, and it may take a period of trial and error, but by finding a way to best meet their needs, you’re helping open the door to possibilities that they may have thought impossible.
Nicole Lehman (’10) is currently serving as an instructor at Minnesota Valley Lutheran High School – New Ulm MN. Nicole is also enrolled in MLC’s Master of Science in Education program with an emphasis in special education.
Resources
Cortiella, C. (2005). No Child Left Behind: Determining Appropriate Assessment Accommodations for Students with Disabilities. Retrieved December 04, 2016, from http://www.readingrockets.org/article/no-child-left-behind-determining-appropriate-assessment-accommodations-students-disabilities
Fast Facts. (2016). Retrieved January 23, 2017, from https://nces.ed.gpv/fastfacts/display.asp?id=64
Flink, D. (2014). Traditional Versus Asset-Based Accommodations. Thinking differently: An inspiring guide for parents of children with learning disabilities (pp. 149-151). New York, NY: William Morrow, an imprint of HarperCollins.
Thank you for this nice overview of accommodations. Seeing the types of accommodations broken down with key questions helps to narrow the focus and identify appropriate interventions to meet individual student needs.
I currently serve as a reading intervention teacher in a public school. I am part of our student success team that meets weekly to work with teachers regarding concerns about student learning. This information will be helpful in guiding some of our discussions.
Thank you for sharing!
Assignment accommodation might also be appropriate in some situations. I recall when each student (in a high school class) was to present on a scientific topic, the teacher allowed one shy student, who had previously fumbled, to pick his own topic: something that he felt very confident about. The presentation on how to catch turtles and care for them went very well.
The length of a memory work assignments could also be adjusted when students are overwhelmed. Students were also allowed to sing hymns that they had memorized if they wished. Several found that easier. Another memory assignment was to ask the students to choose a passage or a hymn that was especially meaningful or important to them. They also explained their choice. That was encouraging for all.