Possible Accommodations

Below is a list of Possible Accommodations for each individual learning disability.

Caution: The possible accommodations listed below are only possibilities. Needs vary greatly among individuals, even those with the same disability. Therefore, all accommodations are not automatically applicable to all student with a particular disabling condition. Accommodations for each individual must be selected and implemented on a "case-by-case" basis. Blanket accommodations should always be avoided.

Abstract Reasoning Deficit

• Instructional Accommodations
  • Provide student with list of procedures to follow when working with problem solving.
  • Relate new information to student's existing system of knowledge.
  • Color code information handouts.

• Note-Taking Accommodations
  • Allow student to tape-record in class.
  • Provide a copy of the lecture notes before class starts.
  • Allow someone else to take notes for the students.

• Testing Accommodations
  • Provide extended time.
  • Allow student to bring fact sheet(s), or table(s) and/or chart(s) to test.

• Technological Accommodations
  • Allow use of manipulatives to develop understanding of concepts.

Arithmetic Deficit

• Instructional Accommodations
  • Allow student to use graph paper to align numbers.
  • Allow students to use fact sheet(s) and/or chart(s) (i.e.,multiplication table).
  • Provide instruction of the appropriate sequence or hierachy of steps.
  • Match activities to learning styles.

• Note-Taking Accommodations
  • Allow student to tape-record in class.
  • Provide a copy of the lecture notes before class starts.
  • Allow someone else to take notes for the student.

• Testing Accommodations
  • Enlarge print size & provide large work areas adjacent to each problem.
  • Provide extended test time.
  • Allow student to use fact sheet(s), table(s), and/or chart(s) on the test.
  • Modify test format (oral versus written).
  • Color-code problem. Highlight function signs and starting & stopping points.

• Technological Accommodations
  • Allow student to use a calculator.
  • Allow student to use manipulatives.

Auditory Processing Deficit

• Instructional Accommodations
  • Allow student to sit at front of class.
  • Face student when talking; do not face the chalkboard.
  • Reduce distractions in the classroon (visual and auditory).
  • "Show and tell" all information and directions.
  • Encourage student to repeat questions before answering.

• Note-Taking Accommodations
  • Allow student to tape-record in class.
  • Provide a copy of the lecture notes before class starts.
  • Allow someone else to take notes for the student.

• Testing Accommodations
  • Provide extended test time.
  • Allow student to take tests in a quiet, non-distracting environment.
  • Modify test.
  • Allow student to use a dictionary or word list.
  • Do not penalize for incorrect spelling.

• Technological Accommodations
  • Allow access to a word processor or a computer.
  • Allow student to use an electronic spell checker.

Constructional Dyspraxia

• Instructional Accommodations
  • Provide student with list of steps.
  • Allow to use fact sheet(s) and/or chart(s) with sequence of steps indicated.
  • Provide color-coded handouts.

• Note-Taking Accommodations
  • Allow student to tape-record in class.
  • Provide a copy of the lecture notes before class starts.
  • Allow someone else to take notes for the student.

• Testing Accommodations
  • Provide extended test time.
  • Allow student to use fact sheet(s) and/or chart(s) with sequence steps indicated.
  • Allow student to take test at an alternate test site.
  • Color-code steps of problems.

• Technological Accommodations
  • Allow student to use a computer or a word processor.
  • Allow student to use a dictionary, word list(s), or electronic spell checker.

Dyscalculia

Definition

The lack of any inherent mathematical ability. Because of the nature of Dyscalculia, note-taking, testing, and technological accommodations offer little to no assistance to the student.

• Instructional Accommodations
  • Course substitution
  • Course waiver

• Note-Taking Accommodations
  • Not applicable

• Testing Accommodations
  • Not applicable

• Technological Accommodations
  • Not applicable

Dysgraphia

• Instructional Accommodations
  • Allow all papers to be written utilizing a computer or word processor.
  • Allow student to complete all "writing" assignments outside of class.

• Note-Taking Accommodations
  • Allow student to tape-record in class.
  • Provide a copy of the lecture notes before class starts.
  • Allow someone else to take notes for the student.

• Testing Accommodations
  • Provide extended test time.
  • Provide alternate test format that does not utilize scantron forms.
  • If scantron forms must be used, blow-up form to fill an 8 1/2" by 11" sheet of paper.
  • Provide a scribe for the test.

• Technological Accommodations
  • Allow student access to a computer or word processor.

Dyslexia

• Instructional Accommodations
  • Do not ask student to read out loud.
  • Use multiple media teaching approach.
  • Allow student to use colored overlays.
  • Allow student to use taped textbooks.

• Note-Taking Accommodations
  • Allow student to tape-record in class.
  • Provide a copy of the lecture notes before class starts.
  • Allow someone else to take notes for the student.

• Testing Accommodations
  • Provide extended test time.
  • Provide a reader and/or scribe for the test.
  • Provide a tape-recorded version of the test.
  • Allow the use of an alternate demonstration of mastery.
  • Provide an alternate test site.

• Technological Accommodations
  • Taped textbooks
  • Allow student to use a computer with a speech synthesizer.

Language Comprehension Deficit

• Instructional Accommodations
  • Pre-teach relevant vocabulary.
  • Pre-teach background information.
  • Reduce distractions.
  • Allow student to repeat back what was heard.
  • Tell student in advance what question(s) you will be calling on them to answer in class.

• Note-Taking Accommodations
  • Allow student to tape-record in class.
  • Provide a copy of the lecture notes before class starts.
  • Allow someone else to take notes for the student.

• Testing Accommodations
  • Provide extended test time.
  • Allow alternative demonstration of mastery.
  • Provide an alternate test site.
  • Allow student to clarify any questions on the test before starting the test.
  • Allow student to use a dictionary and/or a word list.

• Technological Accommodations
  • Allow access to a computer or word processor.
  • Allow student to use an electronic spell checker.

Long-Term Memory Deficit

• Instructional Accommodations
  • Allow student to use fact sheet(s), table(s), and/or chart(s).
  • Tell student in advance what question(s) they will be asked to answer in class.
  • Tie new information to what the student already knows.

• Note-Taking Accommodations
  • Allow student to tape-record in class.
  • Provide a copy of the lecture notes before class starts.
  • Allow someone else to take notes for the student.

• Testing Accommodations
  • Provide extended time.
  • Allow alternative demonstration of mastery.
  • Allow student to use fact sheet(s), table(s), and/or chart(s).
  • Modify test.

• Technological Accommodations
  • Allow access to a computer or word processor.
  • Allow use of a calculator.

Long-Term Retrieval Deficit

• Instructional Accommodations
  • Limit the number of new facts, concepts or words presented.
  • Use multiple media teaching.
  • Provide list of steps.
  • Provide mnemonic aids.
  • Color-code the steps in a problem.
  • Allow student to use fact sheet(s), table(s), and/or chart(s).

• Note-Taking Accommodations
  • Allow student to tape-record in class.
  • Provide a copy of the lecture notes before class starts.
  • Allow someone else to take notes for the student.

• Testing Accommodations
  • Provide extended test time.
  • Allow student to use fact sheet(s), table(s), and/or chart(s).
  • Allow alternative demonstration of mastery.
  • Modify test.

• Technological Accommodations
  • All access to a computer or a word processor.

Processing Speed Deficit

• Instructional Accommodations
  • Tell student in advance what question(s) they will be called on to answer in class.
  • Provide large print handouts.
  • Do not change subjects rapidly.
  • Allow student extra time to process information.

• Note-Taking Accommodations
  • Allow student to tape-record in class.
  • Provide a copy of the lecture notes before class starts.
  • Allow someone else to take notes for the student.

• Testing Accommodations
  • Provide extended test time.
  • Provide large print tests.
  • Provide large work areas adjacent to problems.
  • Allow alternative demonstration of mastery.

• Technological Accommodations
  • Allow access to computers and/or word processors.

Reading Deficit

• Instructional Accommodations
  • Do not ask student to read out loud in class.
  • Use multiple media teaching approach.
  • Allow student to use colored overlays.
  • Explain graphs, tables and charts.
  • Allow student to use taped textbooks.

• Note-Taking Accommodations
  • Allow student to tape-record in class.
  • Provide a copy of the lecture notes before the class starts.
  • Allow someone else to take notes for the student.

• Testing Accommodations
  • Provide extended test time.
  • Provide a reader and/or scribe for the test.
  • Provide a tape recorded version of the test.
  • Allow alternative demonstration of mastery.
  • Provide an alternate test site.

• Technological Accommodations
  • Tape textbooks.
  • Allow student to use a computer with a speech synthesizer.

Reasoning Deficit

• Instructional Accommodations
  • Provide student with a list of procedures to follow when working with problem solving.
  • Relate new information to student's existing system of knowledge.
  • Provide color-coded handouts.
  • Provide examples of generalizations.

• Note-Taking Accommodations
  • Allow student to tape-record in class.
  • Provide a copy of the lecture notes before the class starts.
  • Allow someone else to take notes for the student.

• Testing Accommodations
  • Provide extended test time.
  • Allow student to use printed examples of generalizations.
  • Allow alternative demonstration of mastery.

• Technological Accommodations
  • Allow student to use manipulatives to develop concepts.

Short-Term Memory Deficit

• Instructional Accommodations
  • Keep directions short and simple.
  • Encourage student to repeat questions before answering.
  • Write directions, procedures, and assignments on the board.
  • Reduce visual and auditory distractions in the classroom.
  • Allow student to sit at front of room.

• Note-Taking Accommodations
  • Allow student to tape-record in class.
  • Provide a copy of the lecture notes before class starts.
  • Allow someone else to take notes for the student.

• Testing Accommodations
  • Provide extended test time.
  • Provide testing in a quiet, non-distracting environment.
  • Reduce all distractions.
  • Keep directions short and simple.
  • Allow alternative demonstration of mastery.
  • Allow student to use fact sheet(s), table(s) and/or chart(s).

• Technological Accommodations
  • Allow student to use a computer and/or word processor.

Short-Term Retrieval Deficit

• Instructional Accommodations
  • Keep directions short and simple.
  • Provide handouts of all information presented on the chalkboard or overhead projector.
  • Write directions, procedures, and assignments on the board.
  • Reduce visual and auditory distractions in the classroom.

• Note-Taking Accommodations
  • Allow student to tape-record in class.
  • Provide a copy of the lecture notes before class starts.
  • Allow someone else to take notes for the student.

• Testing Accommodations
  • Provide extended test time.
  • Keep directions short and simple.
  • Provide an alternate test site.
  • Keep questions short and simple.
  • Allow alternative demonstration of mastery.
  • Allow student to use fact sheet(s), table(s) and/or chart(s).

• Technological Accommodations
  • Allow student to use a computer or word processor.
  • Allow student to use a calculator.
  • Allow student to use a dictionary, word list, and/or electronic spell checker.

Spatial Organization Deficit

• Instructional Accommodations
  • Allow student to use graph paper to align numbers.
  • Indicate sequence to be followed using color - coding.
  • Provide examples of how to lay out math problems, term papers, etc.
  • Allow student to do all written work on a computer or word processor.

• Note-Taking Accommodations
  • Allow student to tape-record in class.
  • Provide a copy of the lecture notes before class starts.
  • Allow someone else to take notes for the student.

• Testing Accommodations
  • Provide extended test time.
  • Allow student to use graph paper to align numbers.
  • Provide large work areas adjacent to the math problem.
  • Do not use test formats that utilize scantron forms.
  • If you must use scantron forms, increase size of form to 8 1/2" by 11".

• Technological Accommodations
  • Allow student to use a computer or word processor.

Spelling Dyspraxia

• Instructional Accommodations
  • Do not count off for spelling errors.
  • Allow student to have someone else edit their papers.
  • Allow student to use a computer or word processor for in-class writing assignments.
  • Allow student extra time to do in-class writing assignments.

• Note-Taking Accommodations
  • Allow student to tape-record in class.
  • Provide a copy of the lecture notes before class starts.
  • Allow someone else to take notes for the student.

• Testing Accommodations
  • Provide extended test time.
  • Do not count off for spelling mistakes.
  • If you must count off for spelling - allow student to have someone edit paper for spelling errors before paper is turned in.
  • Allow student to take test orally.
  • Provide a scribe for the test.

• Technological Accommodations
  • Allow student to use a computer or word processor.
  • Allow student to use a dictionary, word list, and/or electronic spell checker.

Visual Processing Deficit

• Instructional Accommodations
  • Provide large print handouts.
  • Never hand - write handouts.
  • Use multi-sensory approach to teaching.
  • Have a consistent format for papers and assignments.
  • Reduce visual distractions in the classroom.
  • Allow student to sit at front of room.
  • Use a variety of colors to indicate important words, facts, or numbers.
  • When using a chalkboard or over-head projector, write legibly and use large print and keep extraneous clutter to a minimum.

• Note-Taking Accommodations
  • Allow student to tape-record in class.
  • Provide a copy of the lecture notes before class starts.
  • Allow someone else to take notes for the student.

• Testing Accommodations
  • Provide extended test time.
  • Provide large print tests.
  • Provide large work areas adjacent to problems.
  • Modify test format.
  • Do not use tests that utilize scantron forms.
  • If you must use scantron forms, blow up the form to 8 1/2" by 11".
  • Allow student to use a separate sheet of paper to cover excess visual stimuli on test paper.
  • Give test orally.
  • Do not use handwritten tests.
  • Keep clutter on paper to a minimum.
  • Highlight operation signs, directions, etc.
  • Allow student to use graph paper.

• Technological Accommodations
  • Allow student to use a computer or word processor.
  • Allow student to use a computer equipped with a speech synthesizer.
  • Allow student to use a dictionary, word list, and/or electronic spell checker.
  • Allow student to use a tape-recorder to record answers to essay questions.

Writing Deficit

• Instructional Accommodations
  • Allow student to use a computer or word processor for in-class writing assignments.
  • Have a consistent format for papers and assignments.
  • Allow student to have someone else edit his/her paper.
  • Allow student to present paper(s) orally.

• Note-Taking Accommodations
  • Allow student to tape-record in class.
  • Provide a copy of the lecture notes before class starts.
  • Allow someone else to take notes for the student.

• Testing Accommodations
  • Provide extended test time.
  • Provide a scribe for test.
  • Allow student to tape-record answers to the test.
  • Allow student to take the test orally.
  • Allow student to have someone else edit his/her test.
  • Allow alternative demonstration of mastery.

• Technological Accommodations
  • Allow student to use a computer or word processor.
  • Allow student to use a dictionary, word list, or electronic spell checker.

Hypoactivity

• Instructional Accommodations
  • Use a multi-sensory approach to teaching.
  • Keep student involved in class proceedings.
  • Allow student to move around in the classroom.

• Note-Taking Accommodations
  • Allow student to tape-record in class.
  • Have student take notes in class.

• Testing Accommodations
  • Provide extended test time.
  • Modify test.

• Technological Accommodations
  • Provide access to a computer or word processor.

Attention Deficit Disorder / Attention Deficit with Hyperactivity / Hyperactivity

• Instructional Accommodations
  • Use a multi-sensory approach to teaching.
  • Allow student to take short, frequent breaks.
  • Reduce visual and auditory distractions in the classroom.
  • Use color to highlight important words, facts and/or numbers.

• Note-Taking Accommodations
  • Allow student to tape-record in class.
  • Provide a copy of the lecture notes before class starts.
  • Allow someone else to take notes for the student.

• Testing Accommodations
  • Provide extended time.
  • Allow student to take short, frequent breaks.
  • Provide testing in a quiet, non-distracting environment.
  • Allow alternative demonstration of mastery.

• Technological Accommodations
  • Allow student to use a computer or word processor.
  • Allow student to tape-record answers to test questions.

Social Skills and / or Study Skills Deficit

• Instructional Accommodations
  • Let student know when you are joking.
  • Provide a detailed, but easy to read syllabus.
  • Give advance notice of all due dates.
  • Begin each class with a brief review of information presented in the last class and an overview of what will be covered in this class session.
  • End class by providing a summary of the information covered during the class session and a brief introduction of the information that will be covered in the next class.
  • Highlight important words, procedures, information, and problems.

• Testing Accommodations
  • Provide extended test time.
  • Encourage student to clarify any questions before actually starting the test.
  • Modify test format.
  • Highlight directions and procedural signs.

Note: Family members are strongly encouraged to check with MSU's Disability Services Office to ascertain appropriate accommodations for a student.

Remember: Do not apply blanket accommodations. Needs vary greatly among individuals, even those with the same disability. Select only the accommodation(s) appropriate for each individual student.