Accommodations for a Student Who Has Difficulty Following Directions

List of needs and solutions

Accommodations in Assignments and Assessments

Instructions

• Present material in logical manner; use cues to shift from one aspect to next.
• When modeling expected behavior, describe key components.
• Combine oral instructions with pictures, printed words, and diagrams.
• Alert student with signal or change tone of voice before giving directions.
• Give instructions with steps outlined in writing or in picture sequences.
• Read written directions aloud before starting assignment; simplify directions by numbering steps.
• Give student written copy of instructions or requirements for each assignment, including evaluation rubric.
• Have student read review questions first, then find answers.

Organizing

• Arrange items on worksheets and tests so it's easy to know where to start and how to proceed.
• Help student keep journal or homework log that includes instructions and timelines.
• Let student use special folder or binder, with color-coded dividers or folders for subjects, to keep materials organized.
• Give student checklist of materials needed for each class to keep in locker or binder.
• Use clear formatting for handouts, assignments, and tests.

Highlighting

• Use color coding to help identify tasks, meanings, or expectations.

Support

• Complete sample problems and tasks to show student what is expected.
• Provide instruction in test-taking skills and strategies.
• Communicate homework expectations to parents so they can help.

Monitoring

• Check to see if student needs help getting started.
• Have student paraphrase instructions to show understanding.
• Monitor that student is marking in the correct space and in the correct sequence.
• Provide follow-up instruction individually.

Classroom Tests

• Provide practice with test format, sample questions, and scoring rubric.
• Reread or explain directions during test and simplify language.
• Underline or highlight important words in directions or test items.
• Provide text-to-speech technology to communicate test instructions.
• Indicate sections for each response by drawing lines or folding paper.
• Use symbols, such as arrow or stop sign, on test or answer form to help student follow directions.
• Group similar kinds of questions together; put easiest items first.

FCAT

• Provide copy of directions as read by teacher from FCAT administration script.
• Highlight key words in directions, questions, and passages.
• Repeat, clarify, and summarize test directions.
• Ask student to demonstrate understanding of directions by repeating or paraphrasing.
• Use text-to-speech technology to communicate directions.
• Let student use pointer, template, blank card, or positioning tools to maintain or enhance visual attention to directions.
• Check periodically to make sure student is marking in correct spaces.
• Give verbal encouragement: “Keep working,” “Make sure to answer every question,” without cueing student's responses.

Accommodations in Learning Environment

Instructions

• Make sure student faces teacher for directions.
• Seat student to maximize attention and reduce distraction.
• Give student class rules and expectations.
• Use consistent routines to start lessons, change classes, complete activity, go to lunch, move around school.

Accommodations in Time Demands or Scheduling

Organizing

• Give student day's agenda or schedule.
• Teach student to use paper or electronic calendar or personal planner to track assignments and work.
• Provide clear schedule with checkpoints along the way.
• Use timer to define work times.

List of needs and solutions