When you see this behavior
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Try this accommodation
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| 1. Difficulty following a plan (has high aspirations but lacks follow-through); sets out to "get straight A’s, ends up with F’s" (sets unrealistic goals) |
+Assist student in setting long-range goals: break the goal into realistic parts.
+Use a questioning strategy with the student; ask, What do you need to be able to do this?
+Keep asking that question until the student has reached an obtainable goal.
+Have student set clear timelines of what he needs to do to accomplish each step (monitor student progress frequently). |
| 2. Difficulty sequencing and completing steps to accomplish specific tasks (e.g. writing a book report, term paper, organized paragraphs, division problem, etc.) |
+ Break up task into workable and obtainable steps.
+ Provide examples and specific steps to accomplish task. |
| 3. Shifting from one uncompleted activity to another without closure. |
+ Define the requirements of a completed activity (e.g. your math is finished when all six problems are complete and corrected; do not begin on the next task until it is finished). |
| 4. Difficulty following through on instructions from others. |
+ Gain student’s attention before giving directions. Use alerting cues. Accompany oral directions with written directions.
+ Give one direction at a time. Quietly repeat directions to the student after they have been given to the rest of the class. Check for understanding by having the student repeat the directions. |
| 5. Difficulty prioritizing from most to least important. |
+ Prioritize assignment and activities.
+ Provide a model to help students. Post the model and refer to it often. |
| 6. Difficulty sustaining effort and accuracy over time. |
+ Reduce assignment length and strive for quality (rather that quantity).
+ Increase the frequency of positive reinforcements (catch the student doing it right and let him know it. |
| 7. Difficulty completing assignments. |
+ List and/or post (and say) all steps necessary to complete each assignment.
+ Reduce the assignment into manageable sections with specific due dates.
+ Make frequent checks for work/assignment completion.
+ Arrange for the student to have a "study buddy" with phone number in each subject area. |
| 8. Difficulty with any task that requires memory. |
+ Combine seeing, saying, writing and doing; student may need to subvocalize to remember.
+ Teach memory techniques as a study strategy (e.g. mnemonics, visualization, oral rehearsal, numerous repetitions). |
| 9. Difficulty with test taking. |
+ Allow extra time for testing; teach test-taking skills and strategies; and allow student to be tested orally.
+ Use clear, readable and uncluttered test forms. Use test format that the student is most comfortable with.Allow ample space for student response. Consider having lined answer spaces for essay or short answer tests. |
| 10. Confusion from non-verbal cues (misreads body language, etc.) |
+ Directly teach (tell the student) what non-verbal cues mean. Model and have student practice reading cues in a safe setting. |
| 11. Confusion from written material (difficulty finding main idea from a paragraph; attributes greater importance to minor details) |
+ Provide student with copy of reading material with main ideas underlined or highlighted.
+ Provide an outline of important points from reading material.
+ Teach outlining, main-idea / details concepts.
+ Provide tape of text / chapter. |
| 12. Confusion from written material (difficulty finding main idea from a paragraph; attributes greater importance to minor details) |
+ Provide student with a copy of presentation notes.
+ Allow peers to share carbon-copy notes from presentation (have student compare own notes with a copy of peer’s notes).
+ Provide framed outlines of presentations (introducing visual and auditory cues to important information).
+ Encourage use of tape recorder.
+ Teach and emphasize key words (the following..., the most important point...,etc.). |
| 13. Difficulty sustaining attention to tasks or other activities (easily distracted by extraneous stimuli) |
+ Reward attention. Break up activities into small units. Reward for timely accomplishment.
+ Use physical proximity and touch. Use earphones and/or study carrels, quiet place, or preferential seating. |
| 14. Frequent messiness or sloppiness. |
+ Teach organizational skills. Be sure student has daily, weekly and/or monthly assignment sheets; list of materials needed daily; and consistent format for papers. Have a consistent way for students to turn in and receive back papers; reduce distractions.
+ Give reward points for notebook checks and proper paper format.
+ Provide clear copies of worksheets and handouts and consistent format for worksheets.
+ Establish a daily routine, provide models for what you want the student to do.
+ Arrange for a peer who will help him with organization.
+ Assist student to keep materials in a specific place (e.g. pencils and pens in pouch).
+ Be willing to repeat expectations. |
| 15. Poor handwriting (often mixing cursive with manuscript and capitals with low-case letters) |
+ Allow for a scribe and grade for content, not handwriting. Allow for use of computer or typewriter.
+ Consider alternative methods for student response (e.g. tape recorder, oral reports, etc.).
+ Don’t penalize student for mixing cursive and manuscript (accept any method of production).
+ Use pencil with rubber grip. |
| 16. Difficulty with fluency in handwriting e.g. good letter/word production but very slow and laborious. |
+ Allow for shorter assignments (quality vs. quantity).
+ Allow alternate method of production (computer, scribe, oral presentation, etc.).
+ Use pencil with rubber grip. |
| 17. Poorly developed study skills |
+ Teach study skills specific to the subject area - organization (e.g. assignment calendar), textbook reading, notetaking (finding main idea / detail, mapping, outlining), skimming, summarizing). |
