General Accommodations/Modifications

An accommodation changes how a student might learn or engage in academic material. For example, a student may be able to have extra time on tests.

A modification changes what a student is taught or expected to learn. For example, a student may receive different grade level content compared to some peers in their class.

Depending on the needs of your client, you may want to provide some general accommodations.

Accommodations and Modification Examples

Some more examples of general accommodations/modifications include:

  • Giving your client additional time in the classroom to complete assignments, projects, and tests. Do not require the client to work under time pressure. 
  • It may be helpful to decrease the length of an assignment for your client  (e.g., completing fewer homework problems, completing a portion of an assignment). Reduce the quantity of work in favor of quality.
  • Use other ways to demonstrate what your client knows or content they have learned besides assignments that involve writing (e.g., oral presentations).
  • Consider providing your client with other opportunities, methods, or test formats to demonstrate her knowledge (e.g., multiple choice tests or short answer type questions, which decreases the amount of writing involved).
  • Facilitate written responses on tests using a scribe or computer responses.
  • Reduce writing demands for your client. For example, limit or structure copying activities (e.g., provide copies of notes rather than requiring her to copy from the board).
  • Provide your client with extra support for writing tasks (e.g., scribe).
  • Allow assistive technology to help your client get their thoughts on paper.
  • Help your client break down the steps of an assignment or activity. Break tasks into smaller parts, provide steps and goals or timelines for completion, and highlight and review important directions.
  • Your client may become overwhelmed when presented with large amounts of information at once. It may be helpful to chunk information for them.
  • Provide your client with unlimited access to use of a shared classroom computer, personal laptop, iPad or other technological tools for word processing depending on task requirements.
  • Provide a reader, digital recording or text to speech program to ensure that Zachary knows the question he is trying to answer on tests.
  • Use visual and manipulative supports in his learning.
  • Prior access to notes/slides for lessons and/or recording of lessons.
  • Evaluate your client’s understanding through oral discussion when possible.
  • A quiet/private place with reduced distractions to write tests may be helpful, especially as your client gets older. Alternatively, aids such as headphones or privacy boards to create quiet spaces in the classroom may be helpful

Additional Support Strategies

To support with some felt frustration your client may be experiencing it may be helpful to:

  • Provide your client with task-related choices. For example, provide them with a variety of tasks in a particular subject (e.g., math) that they can choose from. 
  • Provide clear examples of what each step of a task will require in order to complete it successfully. It may be helpful to verbally review the steps with Student or model the sequence of steps.
  • Break down assignments for your client. Provide them with small, frequent and attainable goals. This may help make larger tasks look more manageable and feasible.
    • It will also help your client focus on the task at hand and prevent them from becoming discouraged by the quantity of work before they begin. 
  • Use behavioural momentum. Start each activity with a task or problem that the client can do successfully before moving on to more challenging problems 
  •  Intersperse activities in which client experiences success with activities that are more frustrating for them.  

Additional Information

Check out the math and writing tabs for specific subject accommodations.