ACCOMMODATIONS

Clarification for accommodations are in red

To ensure all students are getting full value from instruction or
to see what they know, do you need to do something different??
Instructional
Buddy/peer tutoring
Work with another student to lead
Note-taking assistance
Fill in the blanks, missing words at the bottom
or side of page
Duplicated notes
Student not required to write notes, may
highlight instead
Learning contracts
Written agreement between teacher + student
with clear, measurable expectations and time
limits
Reinforcement incentives
This can be free time, independent work, etc
depending on the student
Highly structured
Activities
Clear steps and process, both in writing and
oral, predictable
Partnering
Work with another student to work together
Augmentative and
alternative
communications systems*
Picture Exchange Communication, Visuals, sign
language
Assistive technology, such
as text-to-speech software
or graphic organizers*
Premier software on all netbooks
Non-verbal signals
Organization coaching
Showing how to organize possessions, time,
thoughts,
Time-management aids
providing /posting calendar of assignments
Mind maps
Tools for organizing thoughts
More frequent breaks
Short breaks to relieve tension etc 5 minute
max
Concrete/hands-on
Materials
Doing rather than reading about
Manipulatives
Using blocks, cubes etc for math calculations +
problem solving and science investigations
Tactile tracing strategies
Tracing letter/patterns with fingers, pencil, pen
Dramatizing information
Acting out the information
Visual cues
Clocks that indicate time remaining,
colour/picture cards
Large-size font*
Big print
Tracking sheets
Choose goals for work/behaviour, monitor +
record when they are met
Reduced/uncluttered
Format
Clear print, no extra pictures/information, very
clean

Computer options*
Repetition of information
Teacher/EA/computer repeats information as
often as needed
Rewording/rephrasing
Information
Repeating information using different words
Extra time for processing
More time to think
Taped texts*
Listen to text as well as reading it

Environmental
Alternative work space*
Library, Student Services, Student
Resource Centre
Strategic seating
Closer to/farther away from the
teacher, close to door, at the
back/front of the room
Proximity to instructor
Teacher close to the student
Reduction of audio/visual
Stimuli
Less noise, bare walls, fewer movies,
videos, powerpoints, etc
Study carrel*
Desk with walls on 3 sides
Minimizing of background
noise*
Quiet setting*
Use of headphones
Sound blocking headphones (not
usually ones connected to music)
Special lighting
Using full spectrum lighting
Assistive devices or
adaptive equipment*
audio texts, computer etc

Assessment
Extended time limits*
Longer time to write
tests/exams/culminating activities,
assignments
Verbatim scribing*
Have students exact words written by
someone else
Oral responses, including
Audiotapes*
Speaking answers, may be to a
computer program or a person
Alternative settings
Library, Student Services, Student
Resource Centre
More frequent breaks*
Short breaks to relieve tension etc 5
minute max
Assistive devices or
adaptive equipment*
audio texts, computer etc
Prompts to return
students attention to
task*
quiet, unobtrusive reminders to get
back to work
Augmentative and
alternative
communications systems*
Picture Exchange Communication,
Visuals, sign language, computer
programs
Assistive technology, such
as speech-to-text
software*
Large-size font*
Reduced/uncluttered
format
Computer options*
Extra time for processing
Reduction in the number
of tasks used to assess a
concept or skill
Same concept, fewer questions, fewer
push-ups, fewer repetitions etc

* are used in EQAO tests

Only those accommodations that are required
regularly throughout the year need to be
documented in the IEP.
Adapted from Education for All, 2005, p118.