LEARNING ENVIRONMENT

Students who need accommodations to the learning environment

1. Students who need changes to the physical facilities and equipment for a barrier free environment (Note: Accessibility standards are included in the ADA.)

1-1. Students who have difficulty with mobility:

• Provide accessible buildings with non-slip surfaces, guide rails, ramps, adequate space, elevators, and automatic doors.
• Provide accessible parking and exterior routes, entries into buildings and rooms, alarms, telephones, drinking fountains, and restrooms.
• Provide raised desks and countertops to accommodate wheelchairs.

1-2. Students who have a visual impairment:

• Provide special lighting.
• Provide tilt-top desks.

1-3. Students who have a hearing impairment:

• Provide acoustical treatments or amplification, as necessary.

2. Students who need help with behavior management

2-1. Students who are easily distracted or have a short attention span:

• Let the student use an enclosed study carrel to complete independent work.
• Let the student sit in an area away from the busy parts of a classroom.
• Give the student tasks that can be completed in short periods of time.
• Let the student use a timer to monitor how much longer he or she has to work on specific tasks.
• Give the student legitimate opportunities to get up and move in the classroom, use the restroom, or get a drink of water.
• Have the student sit close to the teacher or paraprofessional.

2-2. Students who cannot work in large groups:

• Let the student sit next to an aide, volunteer, or trained classmate who can help maintain attention and understanding.
• Give the student a preview of what is going to happen during the class.
• Provide a balance of different kinds of activities within the lessons.
• Provide follow-up instruction individually, as needed.

2-3. Students who cannot work in small groups:

• Make sure student has the communication and social skills needed for group interaction.
• Assign a specific role and responsibility to the student when working in a group.
• Let the student work with an aide, volunteer, or trained classmate to help keep on task in a group situation.
• Allow partial participation in cooperative groups.

2-4. Students who have difficulty with independent work:

• Let the student use a learning center with appropriate materials and equipment.
• Let the student use self-checking materials or computer-assisted instruction to practice skills.
• Identify an aide, volunteer, or trained classmate who can repeat and explain directions.

2-5. Students who cannot control own behavior:

• Give the student a copy of class rules and expectations. Let students role play positive examples of behaviors on a regular basis to make sure all students understand.
• Give positive reinforcement for replacement behaviors or following class rules.
• Establish and regularly use a hierarchy of consequences for rule infractions. Make sure that the student understands the expectations and consequences.
• Monitor student's compliance with class rules and communicate regularly with the student, the family, and others.
• Identify an aide, volunteer, or trained classmate who can help the student when the teacher is unavailable. Make sure the buddy knows how to work with the student.
• Provide a set of alternative activities for the student during unstructured time. Make sure the student knows how to initiate and complete the activities and wants to do them.
• Use a regular routine for transitions in the class. Establish a system of alerts and procedures to follow to get ready to start a lesson, to change classes, to complete an activity, to go to lunch, or to go to another area in the school.
• Identify a quiet area in the classroom where student may go when necessary.
• Seat the student away from distractions such as windows, heating or cooling vents, doors, resource areas, or other students who may disrupt the student.