Page 8: Timing and Scheduling Accommodations

iris.peabody.vanderbilt.edu/module/acc/cresource/q2/p08

What types of accommodations are commonly used for students

with disabilities?

Timing and scheduling accommodations allow for changes to

how time is organized. These changes can include giving a student more time to complete a
test or assignment, breaking a long assignment into smaller pieces or chunks, and allowing
the student to receive instruction or take a test during a particular time of day. These
adjustments often reduce students’ frustration and fatigue, thereby allowing them the
opportunity to access and demonstrate their learning. Timing and scheduling
accommodations provide support that allows students with disabilities to access the same
instructional opportunities as students without disabilities. As with the other categories, keep
in mind that timing and scheduling accommodations:

Do not change the expectations for learning

Do not reduce the requirements of the task
Do not change what the student is required to learn

The table below provides examples, though not an exhaustive list, of timing and scheduling
accommodations that address common barriers or challenges students experience when
they access or demonstrate learning.

Timing and Scheduling Accommodations

Common Barrier Example Accommodations

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Processing information
Staying focused or maintaining
attention
Stamina (i.e., fatigues easily,
reduced energy due to medication
or medical condition)
Frustration and anxiety
Extended time to complete task (generally
1.5 to 2 times the amount of time typically
permitted)
Frequent breaks
Multiple sessions to complete tests or
activities
Break large assignments into smaller tasks
Extended time to complete task (generally
1.5 to 2 times the amount of time typically
permitted)
Frequent breaks
Multiple sessions to complete tests or
activities
Break large assignments into smaller tasks
Timeline for completing assignment
Time limit for completing assignment
Device or timer to signal end of breaks
Progress bars on online quizzes and tests
Extended time to complete task (generally
1.5 to 2 times the amount of time typically
permitted)
Frequent breaks
Multiple sessions to complete tests or
activities
Break large assignments into smaller tasks
Schedule change (e.g., morning when
student is more alert or less fatigued;
beginning of the week instead of end of the
week)
Extended time to complete task (generally
1.5 to 2 times the amount of time typically
permitted)
Frequent breaks
Multiple sessions to complete tests or
activities
Break large assignments into smaller tasks
Timeline for completing assignment
Schedule change
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 Dexterity Extended time to complete task (generally
1.5 to 2 times the amount of time typically
permitted)
Frequent breaks
Multiple sessions to complete tests or
activities
Break large assignments into smaller tasks

Completing work on time because Extended time to complete task (generally

assistive technology or other 1.5 to 2 times the amount of time typically
equipment requires more time permitted)
Multiple sessions to complete tests or
activities

Managing time Break large assignments into smaller tasks

Timeline or checklist for completing
assignment
Time limit for completing assignment
Timer

As was the case for other categories of accommodations, some of the accommodations in
the table above—for example, timelines—are also instructional strategies or interventions.
How can teachers tell the difference between the two when they plan instruction for an
individual student? As outlined in the table below, one key difference is the purpose for which
each is used.

Accommodation Instructional Strategy or

Intervention

Definition Adaptation or change in practices or Instructional strategy or

educational environments (e.g., changes to intervention (e.g., a time-
how time is organized) management strategy)

Purpose Addresses a barrier related to the disability Addresses a skill or knowledge

Allows students with disabilities to access
learning opportunities equivalent to those of
students without disabilities (i.e., levels the
playing field)
deficit but does not specifically
address a barrier or increase
access
Improves the performance of
most students with or without
disabilities

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 Example: Omar has an emotional/behavioral disorder
Timeline and experiences anxiety when assigned
long-term assignments. In addition to the
timeline the class receives for completing
each portion of the assignment, the teacher
further breaks down each portion into a daily
list of items Omar needs to complete to stay
on track. This eases his anxiety, allowing
him to focus on the task at hand.
Many students in Mrs.
Templeton’s class fail to turn in
long-term assignments on time.
For this reason, she decides to
implement a timeline for
completing each portion of the
assignment to help her
students manage their time
better and turn in assignments
by the due date.

Following are examples of timing and scheduling accommodations teachers can use to help
students access or demonstrate learning.

Kaden
Age: 10
Disability: attention deficit hyperactivity disorder (ADHD)

During instruction, Kaden often becomes fidgety and has difficulty remaining in his seat. To
address Kaden’s challenges, his teacher decides to allow him to take two or three one-
minute breaks (e.g., stand behind his desk) during a 30–45-minute period of instruction.

Rae
Age: 15
Disability: learning disability (LD)

In addition to having difficulty identifying and remembering important information, Rae

processes information more slowly than her peers. For this reason, her teacher gives her
extended time to take tests. This allows Rae to process what the questions are asking and
formulate responses.

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Cierra
Age: 6
Disability: autism spectrum disorder (ASD)

During center time, Cierra experiences sensory overload when working with her peers. In
response, her teacher allows her to move to an independent activity after working for five
minutes. She plans to gradually increase this time as the school year progresses.

Activity
Each of the following scenarios introduces a student with a disability and identifies his or her
related challenge.

a.
a. Choose one accommodation category (presentation, response, setting, and
timing and scheduling) that would best address each student’s barrier and
learning goal.
b. Type in an accommodation from the selected category that would likely support
the student in meeting his or her learning goal.

Scenario Accommodation Possible

Category Accommodation

David, a middle school student with a Choose a category type an

health impairment, is highly motivated accommodation...
and excels academically. He takes
medication that causes drowsiness.
Because he takes this medication
right before his advanced algebra
class, he experiences low energy and
often struggles to complete in-class
projects.

Chantal, an eight-year-old with autism Choose a category type an

spectrum disorder, is highly sensitive accommodation...
to noise and is frequently agitated by
hallway and playground activity
(which can be heard through the
windows). Her teacher would like to
address this barrier so that Chantal
can complete her work.

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