Student Accommodations Menu

The Individuals with Disabilities Education Act (IDEA) defines a child with a
disability as the following:
§300.8 Child with a disability
(a) General. (1) Child with a disability means a child evaluated in accordance
with §§300.304 through 300.311 as having an intellectual disability**, a hearing
impairment (including deafness), a speech or language impairment, a visual
impairment (including blindness), a serious emotional disturbance (referred to in
this part as ‘‘emotional disturbance’’), an orthopedic impairment, autism,
traumatic brain injury, an other health impairment, a specific learning disability,
deaf-blindness, or multiple disabilities, and who, by reason thereof, needs special
education and related services.

Intellectual Disabilities
Intellectual disability, formerly labeled “mental retardation,” is defined by the Individuals
with Disabilities Education Act (IDEA) as “significantly sub-average general intellectual
functioning, existing concurrently [at the same time] with deficits in adaptive behavior
and manifested during the developmental period, that adversely affects a child’s
educational performance.” There are two key components within this definition: a
student’s IQ and his or her capability to function independently, usually referred to as
adaptive behavior.

Characteristics
Intellectual:
 Slow learner
 Fail to notice relevant features of what is being taught.
 Do not demonstrate learned skills spontaneously. 

Difficulty:
 Learning complex skills and abstract concepts
 Generalizing
 Memory Attention
 Expressive language (speaking, writing)
  Receptive language (listening, reading) 
Communication challenges: 

 Comprehension
 Expressing
 Describing individual needs 

Social and Behavioral:

Difficulty: 
 Remembering things
 Developing friendships
 Understanding social rules
 Seeing the consequences of their actions
 Solving problems
 Thinking logically
 Sit up, crawl, or walk later than other children
 Learn to talk later, or have trouble speaking 

Accommodations

 Quiet Workspace
Using this space only for studying also will help the child get into a routine of
studying and also understand that when he is sitting there, he is supposed to
concentrate on the activity or task, and not play.

 Functional Activities
Teach practical things that will be useful, such as how to boil an egg or how to
find their way to their friend’s house.

 Repetition of Concepts Over the Day

Children with intellectual disabilities need to learn a concept in different ways and
have the opportunity to practice it many times to learn and remember it.

 Hands-on Learning
Using all the senses to learn also helps them learn and retain information better.

 Schedule
 The schedule must have short activity times and must alternate between physical
and sitting down activities. The schedule must also try and incorporate some
aspects of self-care so that children start becoming more independent in putting
on or taking off shoes, going to the toilet, or feeding themselves.
1. scheduling (e.g., giving the student extra time to complete an assignment or test)
2. setting (e.g., having the student work in a small group or with a partner)
3. materials (e.g., providing the student with teacher notes or taped lectures)
4. instruction (e.g., breaking a lesson up into smaller parts, having the student work
with a tutor)
5. student response (e.g., allowing the student to respond orally or on a computer)

 Be as concrete as possible.
An effective teaching method is to demonstrate what you mean in addition to
giving verbal directions. With new information shared verbally, also show a
picture. And rather than just showing a picture, provide the student with hands-on
materials and experiences and the opportunity to try things out.

 Go step by step.
Break longer, new tasks into small steps. Demonstrate the steps. Have the
student do the steps, one at a time. Provide assistance, as necessary. Give the
student multiple opportunities to practice each individual step by itself and all the
steps together.

 Give immediate feedback.

Immediately providing feedback helps the students make a connection between
their answers, behaviors, or questions and the information you are presenting as
the teacher.

 Help the student learn life skills.

Schools play an important part in helping students with ID learn these life skills,
which include health and safety, personal hygiene, manners, getting along with
others, basic math and reading, money management, and skills for the
workplace.

 Communicate with your student’s parents.

Regularly exchange information with parents and work with them (and other
members of the IEP team) to create and implement an IEP tailored to meet the
student’s needs.

Specific Learning Disabilities

Sec. 300.8 (c) (10): Specific learning disability—(i) General. Specific learning disability
means a disorder in one or more of the basic psychological processes involved in
understanding or in using language, spoken or written, that may manifest itself in the
imperfect ability to listen, think, speak, read, write, spell, or to do mathematical
calculations, including conditions such as perceptual disabilities, brain injury, minimal
brain dysfunction, dyslexia, and developmental aphasia. (ii) Disorders not included.
Specific learning disability does not include learning problems that are primarily the
result of visual, hearing, or motor disabilities, of mental retardation, of emotional
disturbance, or of environmental, cultural, or economic disadvantage.

Characteristics
 Low achievement in one or more academic area
 Trouble understanding and following directions
 Short attention span
 Easily distracted
 Overactive and impulsive Ineffective or inefficient information processing 
Difficulty: 
 Memory Integrating ideas across text
 Handwriting and fine motor activities
 Visual or auditory sequential memory
 Memorizing words or basic math facts
 Allocating time and organizing work
 Confuses similar letters and words, such as b and d, and was and saw
 Listens and speaks well, but decodes poorly when reading Not efficient or
effective in using learning strategies 

Accommodations
 Controlling task difficulty (e.g., teaching at the student's instructional level and
sequencing examples and problems to maintain high levels of student success)
 Teaching students with LD in small interactive groups of six or fewer students
 Using graphic organizers and other visual displays to illustrate key ideas and
concepts
 Using a combination of direct instruction and cognitive strategy instruction
 Providing modeling and "think-alouds" to demonstrate strategies and learning
practices.
 Teaching students to self-regulate and self-monitor their learning and to "fix up"
when they have learning problems.
  Providing opportunities for extended practice with feedback.
 Providing a framework for learning.
 Using learning tools and aids.
 Adjusting workload and time requirements.

Emotional Disturbance
Emotional disturbance means a condition exhibiting one or more of the following
characteristics over a long period of time and to a marked degree that adversely affects
a child’s educational performance:
a) An inability to learn that cannot be explained by intellectual, sensory, or health
factors.
b) An inability to build or maintain satisfactory interpersonal relationships with peers and
teachers.
c) Inappropriate types of behavior or feelings under normal circumstances.
d) A general pervasive mood of unhappiness or depression.
e) A tendency to develop physical symptoms or fears associated with personal or
school problems.

Emotional disturbance includes schizophrenia. The term does not apply to children who
are socially maladjusted, unless it is determined that they have an emotional
disturbance under paragraph (c)(4)(i) of this section.

 
Characteristics

Some of the characteristics and behaviors seen in children who have an

emotional disturbance include:
 Hyperactivity (short attention span, impulsiveness);
 Aggression or self-injurious behavior (acting out, fighting);
 Withdrawal (not interacting socially with others, excessive fear, or anxiety);
 Immaturity (inappropriate crying, temper tantrums, poor coping skills); and
 Learning difficulties (academically performing below grade level). Shyness
 Depression
 Fears/phobias
 Anxiety 
 Accommodations
 Extend the amount of time that a student is given to complete a particular task.
 Break down assignments into smaller ones. 
 As students finish each mini assignment, build in reinforcement for task
completion.
 Wait to distribute the next assignment until students have been successful with
the current one.
 Reduce the number of practice items that a student must complete, once the
student has demonstrated mastery.
 Follow low-interest activities with high interest activities so that students get
breaks from difficult or less interesting activities from time to time. 
 Plan short review lessons or readiness activities to help orient the student to a
particular learning task.
 Respond to students' feelings and intentions.
 Develop a positive relationship with the student about one topic.
 Establish rules and consequences.
 Reinforce and reward students for what they know or have done correctly.

Orthopedic Impairment
300.8 » c » 8
(8) Orthopedic impairment means a severe orthopedic impairment that adversely affects
a child’s educational performance. The term includes impairments caused by a
congenital anomaly, impairments caused by disease (e.g., poliomyelitis, bone
tuberculosis), and impairments from other causes (e.g., cerebral palsy, amputations,
and fractures or burns that cause contractures).

 
Characteristics

 Limited limb movement

 Loss of urinary control Loss of proper alignment of the spine
 Involuntary movements
 Difficulty with fine motor skills
 Uncoordinated movements and trouble balancing or walking
 Muscle weakness and possible joint deformities
 Difficulty with motor skills, muscle contractures, frequent falls, and awkwardness
in walking
  Paralysis 

Accommodations
 Special seating arrangements, larger tables
 Note-taking assistance Instruction focused on impairments in and the
improvement of gross and fine motor skills
 Securing assistive technology and augmentative communication devices
 Extended time to complete assignments
 Teacher awareness of student’s condition and its affect (such as tiring easily)
 Speech recognition software
 Alternative keyboards and mice
 Augmentative and alternative communication devices
 Word prediction software
 Screen reading software
 Academic software for students with disabilities
 Be flexible in your planning 
 Be ingenious and creative 
 Freedom to use bathroom or drinking water 
 Frequent breaks 
 Reduce assignments 
 Decrease distractions 

Visual Impairments
A visual impairment is any visual condition that impacts an individual’s ability to
successfully complete the activities of everyday life. Students with visual impairments
are infants, toddlers, children and youths who experience impairments of the visual
system that impact their ability to learn.
The Individuals with Disabilities Education Act (IDEA) officially defines the category as
“an impairment in vision that, even with correction, adversely affects a child’s
educational performance. The term includes both partial sight and blindness.”

 
Characteristics
 Crossed eyes
 Eyes that turn out
 Eyes that flutter from side to side or up and down
 Eyes that do not seem to focus
 Clumsiness
 Short attention span
 Sensitive to bright light
 Might sit close to the television or hold books that they are reading close to their
face
 Might hold toys very close to their face
 Difficulty throwing or catching a ball
 Poor handwriting
 Problems with coordination, balance, and depth perception
 Might not read well, or might use her finger to follow along when she is reading
so that she does not lose her place 

Accommodations

 Screen magnification or reading software;

 Text to speech software;
 Type & Speak or Braille & Speak device;
 Voice recognition software;
 A computer with optical character reader and voice output, or Braille display and
printer output.
 Use specific directions in relation to the student’s body orientation
 Provide notes, handouts, assignments, and other printed material by audiotape,
in Braille, or with magnified print and enhanced images
 Carefully describe important visual occurrences of learning activities
 Verbally spell any new or technical words
 Use real objects for three-dimensional representations when possible
 Adapt instructions for auditory or tactile presentation
 Allow the student to use a tape recorder for recording lectures, class discussions,
and presentations
 Clearly present assignments and their goals to students during review time
 Review assignment instructions orally

Autism
Individuals with Disabilities Education Act (IDEA), refers to “a developmental disability
significantly affecting verbal and nonverbal communication and social interaction,
generally evident before age three, that adversely affects a child’s educational
performance.” This federal definition then proceeds to name traits commonly related to
the condition: “Other characteristics often associated with autism are engaging in
repetitive activities and stereotyped movements, resistance to environmental change or
change in daily routines, and unusual responses to sensory experiences. The term
autism does not apply if the child’s educational performance is adversely affected
primarily because the child has an emotional disturbance, as defined in [IDEA].”

Characteristics
 Poor eye contact and lack of facial expressions
 Flat affect
 Delayed speech or does not speak
 Does not understand questions and directions
 Gets aggressive or disruptive
 Does not respond to his or her name
 Repeats phrases or words
 Resists cuddling and holding 
Patterns of behavior:

 Repetitive movements like hand shaking, spinning, or rocking

 Difficulty in body movement coordination
 Sensitive to light, sound, or touch
 Self - harming activities such as head- banging
 Delayed speech and language skills
 Repeats words or phrases over and over (echolalia)
 Gives unrelated answers to questions
 Does not point or respond to pointing
 Uses few or no gestures (e.g., does not wave goodbye)
 Talks in a flat, robot-like, or sing-song voice
 Is very organized
 Gets upset by minor changes
 Has obsessive interests
 Must follow certain routines
 Flaps hands, rocks body, or spins self in circles
 Hyperactivity (very active)
 Impulsivity (acting without thinking)
 Short attention span
 Aggression
 Causing self-injury

Accommodations

 Have a set routine for the school day.

 For younger students, provide a picture schedule.
 The schedule can be posted for all students to use or a small, desktop version
can be created.
 Some students may do well if tasks are held with Velcro so they can remove
them as the task is completed.
 Provide adequate notice for any change of schedule, except in cases of
emergency.
 Provide lessons by giving a short summary of what will be covered, a detailed
explanation and finish with a summary of the lesson.
 Provide an area of the classroom the student can retreat to in times of high
stimulation or when overwhelmed.
 Identify distractions and take steps to minimize them.
 Give directions that are clear and concise, using literal language.
 Establish firm expectations for completing schoolwork and homework.
 Work with the special education teacher in developing lessons when necessary.
 Break assignments into small sections or provide specific steps for completing a
large assignment.
 Incorporate pictures, images and other visual aids when teaching vocabulary
words, scientific subjects, and abstract concepts.
 Allow extra time for completing tests and in school assignments.
 Use tennis balls on the bottom of the chairs and desks to minimize noise when
students get up from their seats.
 Allow student to enter the classroom a few minutes before other students and to
leave a few minutes early to avoid the chaos of the hallway in between classes.