504 ACCOMMODATION CHECKLIST

If you have a child that does not qualify for special education under IDEA but has a mental or physical impariment which substantially limits one or more major life activities, including learning, that child may qualify for special help in a regular classroom setting under section 504 of the Rehabilitation Act of 1973.

The following is a list of accomodations that may help your child succeed in the classroom. The list can be used as a reference for parents and school personnel.

PHYSICAL ARRANGEMENT OF ROOM:

LESSON PRESENTATION:

• pairing students to check work
• writing key points on the board
• providing peer tutoring
• providing visual aids, large print, films
• providing peer notetaker
• making sure directions are understood
• including a variety of activities during each lesson
• repeating directions to the student after they have been given to the class: then have him/her repeat and explain directions to teacher
• providing written outline
• allowing student to tape record lessons
• having child review key points orally
• teaching through multi-sensory modes, visual, auditory, kinestetics, olfactory
• using computer-assisted instruction
• accompany oral directions with written directions for child to refer to blackboard or paper
• provide a model to help students, post the model and refer to it often
• provide cross age peer tutoring
• to assist the student in finding the main idea underlying, highlighting, cue cards, etc.
• breaking longer presentations into shorter segments

ASSIGNMENTS/WORKSHEETS

• giving extra time to complete tasks
• simplifying complex directions
• handing worksheets out one at a time
• reducing the reading level of the assignments
• requiring fewer correct responses to achieve grade (quality vs. quantity)
• allowing student to tape record assignments/homework
• providing a structured routine in written form
• providing study skills training/learning strategies
• giving frequent short quizzes and avoiding long tests
• shortening assignments; breaking work into smaller segments
• allowing typewritten or computer printed assignments prepared by the student or dictated by the student and recorded by someone else if needed.
• using self-monitoring devices
• reducing homework assignments
• not grading handwriting
• student should not be allowed to use cursive or manuscript writing
• reversals and transpositions of letters and numbers should not be marked wrong, reversals or transpositions should be pointed out for corrections
• do not require lengthy outside reading assignments
• teacher monitor students self-paced assignments (daily, weekly, bi-weekly)
• arrangements for homework assignments to reach home with clear, concise directions
• recognize and give credit for student's oral participation in class

TEST TAKING:

• allowing open book exams
• giving exam orally
• giving take home tests
• using more objective items (fewer essay responses)
• allowing student to give test answers on tape recorder
• giving frequent short quizzes, not long exams
• allowing extra time for exam
• reading test item to student
• avoid placing student under pressure of time or competition

ORGANIZATION:

• provding peer assistance with organizational skills
• assigning volunteer homework buddy
• allowing student to have an extra set of books at home
• sending daily/weekly progress reports home
• developing a reward system for in-schoolwork and homework completion
• providing student with a homework assignment notebook

BEHAVIORS:

• use of timers to facilitate task completion
• structure transitional and unstructured times (recess, hallways, lunchroom, locker room, library, assembly, field trips, etc.)
• praising specific behaviors
• using self-monitoring strategies
• giving extra privileges and rewards
• keeping classroom rules simple and clear
• making "prudent use" of negative consequences
• allowing for short breaks between assignments
• cueing student to stay on task (nonverbal signal)
• marking student's correct answers, not his mistakes
• implementing a classroom behavior management system
• allowing student time out of seat to run errands, etc.
• ignoring inappropriate behaviors not drastically outside classroom limits
• allowing legitimate movement
• contracting with the student
• increasing the immediacy of rewards
• implementing time-out procedures