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General Strategies for Accommodations/Modifications
Step 1 – Break failure pattern; reduce pressure: ♦ Shorten assignments (lengthen gradually as student begins to cope): -- AR sesqiuginreevf eewryeor twh oerrdpsroobr lpeamg eosr qu es t i o n ♦ Allow extra time (particularly on tests) ♦ Provide easier materials ♦ Simplify requirements Step 2 – Build motivation and self-esteem: ♦ Use f r e q u e n t positive reinforcement: --- FNV ieonrndb- avs loe –rmb“eaStluh–pi nePgra! tt” ho“ eIr kss tinumedwpel nyy tot dou uocecohs uwol dne dl sl oha oni tud! ”l d, a “ecYkr o, nbuoi wgg osl etmdt higl aee t prui gb hl i tc! l” y -- SMeankde apqhuo incek cnaol lt eh ohmo me ed ut or ipnagrtehnet dc oa ymwp liitmh et hn et i ns tgusdteundtelni st t e n i n g ♦ Provide frequent feedback Step 3 – Modify testing procedures: ♦ Provide a written outline or review sheet or study guide ♦ Give exam orally (individually or to entire class) ♦ Type all tests or print clearly ♦ Avoid separate answer sheets ♦ Avoid long essay exams ♦ Include some recognition questions: multiple choice, matching, true-false, etc. ♦ Give shorter, more frequent tests ♦ Provide extra testing time ♦ Allow student to dictate answers ♦ Provide opportunity for projects in lieu of tests or as extra credit ♦ Test major points only ♦ Use study carrels Step 4 – Adjust grading requirements: ♦ Mark items correct, not mistakes ♦ Notice and give credit for oral participation in class ♦ Grade content areas on the basis of ideas/knowledge rather than on spelling, grammar, punctuation, etc. (or give two grades: one content and one mechanics) ♦ weakLnoeosksfor and comment on strengths and areas of improvement rather than faults and areas of ♦ Provide an opportunity to correct errors without penalty ♦ Be specific regarding specific requirements for a particular grade Step 5 – Individualize teaching strategies: ♦ Simplify or reduce complexity of directions; be specific ♦ Use student’s name or nonverbal signal to get his/her attention ♦ Provide reason for listening (tell student what to listen for) ♦ Present one concept at a time ♦ Break complex tasks into smaller steps ♦ Enhance verbal instructions by using lots of visual aids: --- DKN eioryteecwst ooernydeos vcooenrn htbaeocaatdr dp r o j e c t o r ♦ Repeat directions when necessary; ask students to repeat ♦ Ask frequent questions during oral discussion to check for understanding ♦ Increase waiting time for response to questions ♦ Space repetition over a period of time ♦ Keep classroom quiet
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