504 ACCOMMODATION CHECKLIST

If you have a child that does not qualify for special education but has a mental or physical impariment which substantially limits one or more major life activities, including learning, that child may qualify for special help in a regular classroom setting under section 504 of IDEA.

The following is a list of accomodations that may help your child succeed in the classroom. The list can be used as a reference for parents and school personnel.

PHYSICAL ARRANGEMENT OF ROOM:
  • seating student near the teacher
  • seating student near a positive role model
  • standing near the student when giving directions or presenting lessons
  • avoiding distracting stimul (air conditioner, high traffice area, etc.)
  • increasing distance between desks
  • LESSON PRESENTATION:
    • pairing students to check work
    • writing key points on the board
    • providing peer tutoring
    • providing visual aids, large print, films
    • providing peer notetaker
    • making sure directions are understood
    • including a variety of activities during each lesson
    • repeating directions to the student after they have been given to the class: then have him/her repeat and explain directions to teacher
    • providing written outline
    • allowing student to tape record lessons
    • having child review key points orally
    • teaching through multi-sensory modes, visual, auditory, kinestetics, olfactory
    • using computer-assisted instruction
    • accompany oral directions with written directions for child to refer to blackboard or paper
    • provide a model to help students, post the model and refer to it often
    • provide cross age peer tutoring
    • to assist the student in finding the main idea underlying, highlighting, cue cards, etc.
    • breaking longer presentations into shorter segments
    ASSIGNMENTS/WORKSHEETS
    • giving extra time to complete tasks
    • simplifying complex directions
    • handing worksheets out one at a time
    • reducing the reading level of the assignments
    • requiring fewer correct responses to achieve grade (quality vs. quantity)
    • allowing student to tape record assignments/homework
    • providing a structured routine in written form
    • providing study skills training/learning strategies
    • giving frequent short quizzes and avoiding long tests
    • shortening assignments; breaking work into smaller segments
    • allowing typewritten or computer printed assignments prepared by the student or dictated by the student and recorded by someone else if needed.
    • using self-monitoring devices
    • reducing homework assignments
    • not grading handwriting
    • student should not be allowed to use cursive or manuscript writing
    • reversals and transpositions of letters and numbers should not be marked wrong, reversals or transpositions should be pointed out for corrections
    • do not require lengthy outside reading assignments
    • teacher monitor students self-paced assignments (daily, weekly, bi-weekly)
    • arrangements for homework assignments to reach home with clear, concise directions
    • recognize and give credit for student's oral participation in class
    TEST TAKING:
    • allowing open book exams
    • giving exam orally
    • giving take home tests
    • using more objective items (fewer essay responses)
    • allowing student to give test answers on tape recorder
    • giving frequent short quizzes, not long exams
    • allowing extra time for exam
    • reading test item to student
    • avoid placing student under pressure of time or competition
    ORGANIZATION:
    • provding peer assistance with organizational skills
    • assigning volunteer homework buddy
    • allowing student to have an extra set of books at home
    • sending daily/weekly progress reports home
    • developing a reward system for in-schoolwork and homework completion
    • providing student with a homework assignment notebook
    BEHAVIORS:
    • use of timers to facilitate task completion
    • structure transitional and unstructured times (recess, hallways, lunchroom, locker room, library, assembly, field trips, etc.)
    • praising specific behaviors
    • using self-monitoring strategies
    • giving extra privileges and rewards
    • keeping classroom rules simple and clear
    • making "prudent use" of negative consequences
    • allowing for short breaks between assignments
    • cueing student to stay on task (nonverbal signal)
    • marking student's correct answers, not his mistakes
    • implementing a classroom behavior management system
    • allowing student time out of seat to run errands, etc.
    • ignoring inappropriate behaviors not drastically outside classroom limits
    • allowing legitimate movement
    • contracting with the student
    • increasing the immediacy of rewards
    • implementing time-out procedures

    Back to Foster Parent Community

    If you are having trouble navigating this site with the menu buttons, you may use the pull down menu below.

    © Foster Parent Community
    Unauthorized Reproduction Prohibited
    patek replica watches. swiss replica watches can be described as the oldest in geneva, an independent family-run watchmaking enterprises, independent status so that it cheap replica watch