Accommodations for a Student Who Is Easily Distracted or Inattentive

List of needs and solutions

Accommodations in Instructional Methods and Materials

Instructions

• Have student read summary or lesson objectives first.
• Provide overview of learning outcomes and content at beginning of lesson.
• Present material in logical manner; use cues to shift from one aspect to the next.
• Repeat, paraphrase, and summarize key information, especially at end of lesson.
• Have student read review questions first then find answers.

Highlighting

• Highlight important points in text for student.
• Let student use sticky notes, erasable highlighter, or highlighter tape to mark key points in text.
• Provide materials with key information in embossed format.
• Use color coding to help students identify tasks, meanings, or expectations.

Support

• Provide study guide for student to follow during independent reading.
• Let student record lectures or discussions, digitally or on tape.
• Prepare summary with blanks or questions for students to complete.
• Use clear formatting for handouts, assignments, and tests.

Group Work

• Assign volunteer or trained classmate to help student maintain attention.
• Use cooperative learning activities to support participation.
• Promote active student involvement with questions, small group interaction, discussion, structured responses.

Monitoring

• Check to see if student needs help getting started.
• Monitor student comprehension as information is presented.
• Monitor student conduct, communicate regularly with student, family, others.

Accommodations in Assignments and Assessments

Instructions

• Give signal or change tone of voice to capture and sustain attention.
• When modeling expected behavior, describe key components.
• Repeat or simplify instructions.
• Help student keep journal or homework log that includes instructions and timelines.
• Give student class rules and expectations.

Support

• Avoid extraneous stimuli, such as page numbers too close to math problems, hard-to-read font.
• Place timetable or assignment list on student’s desk.
• Give student copy of expected behaviors, individual responsibility checklist, written copy of instructions or requirements, assessment rubric.
• Check to see if student needs help getting started.
• Give student checklist of materials needed for each class to keep in locker or binder.

Classroom Tests

• Show students how to cover part of text or worksheet not being used.
• Give shorter tests more frequently.
• Administer test individually or in small groups.
• Let student use study carrel to take test.
• Let student take test in another classroom with no distractions.
• Let student take breaks during test period.
• Break test into sections; let student take test over a period of days, if needed.

FCAT

• Reduce distracting stimuli on student’s desktop.
• Increase space between test items; use fewer items per page.
• Monitor to determine if student is marking in the correct space and in the correct sequence.
• Maintain or enhance visual attention with pointer, template, blank card, or positioning tools.
• Cover portions of test to direct attention to uncovered items.
• Provide verbal encouragement, such as, “Keep working,” “Be sure to answer every question,” without cueing student’s responses.

Accommodations in Learning Environment

• Seat student to maximize attention and reduce distraction, close to teacher if necessary.
• Identify quiet area where student can go when necessary.
• Let student use enclosed study carrel for independent work.
• Let student sit away from busy area of classroom.
• Let student sit near aide, volunteer, or trained classmate who can help maintain attention and understanding.
• Give student legitimate chances to move around classroom, use restroom, get drink of water.
• Let student use learning center with appropriate materials and equipment.

FCAT

• Increase or decrease the opportunity for movement as needed.
• Administer test in individual or small group setting.
• Administer test in environment with reduced stimuli: study carrel, desktop cleared of extraneous materials.
• Administer test with white noise (sound machines) to reduce auditory distractions.
• Administer test in specialized setting approved as unique accommodation.

Accommodations in Time Demands or Scheduling

Organizing

• Use consistent routines to start lessons, change classes, complete activity, go to lunch, move around school.
• Place timetable or assignment list on student’s desk.
• Teach student to use paper or electronic calendar or personal planner to track assignments and work.
• Give student the agenda or schedule for the day with checkpoints along the way.

Support

• Give student tasks to complete in short periods of time.
• Give student easier tasks first.
• Give student extended time for classroom assessments.
• Break long-term assignment into parts with corresponding due dates.
• Let student use timer to monitor time remaining.
• Give assignment ahead of time to extend student’s time to work on it.

Technology

• Let student use self-checking materials or computer-assisted instruction to practice skills.

FCAT

• Administer portion or all of test at specific time of day.
• Provide additional time for administration of test.
• Administer test in several brief sessions, allowing frequent breaks, within specifications of test administration manual.

List of needs and solutions