Accommodations for a Student Who Uses a Special Communication System

List of needs and solutions

Accommodations in Special Communication Systems

• Use hands-on activities, pictures, or diagrams to represent abstract concepts or complex information.
• Provide sign language interpreter.
• Let student use text-to-speech software.
• Use total communication, which includes sign language, finger spelling, and lip reading.
• Use augmentative communication systems, such as communication board or presented symbol system.
• Use appropriate ESOL (ESL) strategies.
• Let student dictate work to teaching assistant or classmate who writes it.
• Communicate homework expectations to parents so they can help.
• Scan worksheets, forms, or text to make them text-to-speech accessible.
• Give student access to portable word processor.
• Let student use online or computer-based translation software or foreign language dictionaries.

FCAT

• Use technology such as word processing software, digital voice, tape or digital recorder, or communication device for performance tasks or writing, without using spelling or grammar check.
• Use English-sign language dictionary showing sign picture, word, synonym, and index (without definitions of words) for a student who uses sign language as primary means of communication.
• Test administrator may sign or orally present the writing prompt (topic) and questions on the writing test.
• Test administrator may sign or read all mathematics and science questions, without rewording, summarizing, or simplifying.
• Use varied response methods, including written, signed, verbal, dictated, assisted by mechanical devices, or transcribed.
• Administer test in specialized setting approved as unique accommodation.

List of needs and solutions