Accommodations as Solutions: Cues, Prompts, and Guides

List of needs and solutions

Solutions in Instructional Methods and Materials

Instructions

• Use modeling or thinking aloud when teaching.
• Use charts and graphics to reinforce oral presentation.
• Use hands-on activities, pictures, diagrams, concrete models, and manipulatives to represent abstract concepts or complex information.
• Provide overview of learning outcomes and content at beginning of lesson.
• Teach explicit problem-solving strategies.
• Present material in logical manner; use cues to shift from one aspect to another.
• Use real-life concrete materials when introducong abstract concepts or complex information.
• Repeat, paraphrase, and summarize information, especially at end of lecture or discussion.
• GIve student class rules and expectations.
• Assign student a specific role and responsibility for group work.

Notataking

• Give student list of important vocabulary used in lesson.
• Provide copies of transparencies, lecture outline, or graphic organizer to assist with notetaking.
• Give student a copy of peer's notes.
• Teach 2-column notetaking or concept mapping techniques.
• Provide oral or visual prompts during lecture or discussion about what to include in notes.
• Provide study guide for student to follow during independent reading.
• Have student read review questions first then find answers.
• Prepare summary with blanks or questions for students to complete.

Highlighting

• Highlight important points in text for student.
• Key class notes to relevant text pages.

Support

• Give preview of what will happen in class.
• Provide materials with key information in embossed format.
• Prepare summary with blanks or questions for students to complete.
• Provide tactile reference points or boundaries for paper used in art activities; for example, place tape on corner or secure paper in shallow tray.
• Ensure high visual contrast between art materials used and work surface for art activities.
• Use mnemonic devices to enhance retention, for example, "Please Excuse My Dear Aunt Sally" (Multiply, Divide, Add, Subtract) for order of operations in equations.

Monitoring

• Ask student to tell or write important points in own words before end of class.
• Arrange meeting with student after class to clarify lesson.
• Make student confortable asking for help by saying, "Tell me what you need," "How does this fit with what you know?"

Solutions in Assignments and Assessments

Instructions

• Change tone of voice to capture and sustain attention.
• Simplify directions by numbering each step; outline steps in writing or in picture sequences.
• Give student copies of pictures and other visual materials.
• Combine oral directions with pictures, printed words, and diagrams.
• Read written directions aloud before starting assignment.
• Give instructions with steps outlined in writing or picture sequence.
• Give page numbers for locating answers to textbook questions.
• Have student paraphrase instructions to show understanding.
• Give student copy of expected behaviors or assessment rubric.
• When modeling expected behavior, describe key components.
• Complete sample problems or tasks to show students what is expected.

Highlighting

• Use color coding to help identify tasks, meanings, or expectations.
• Underline important words in directions or test items.
• Provide tactile reference points or bounda es for paper used in art activities; for example, place tape on corner or secure paper n shallow tray.

Organizing

• Help student keep journal or homework log that includes instructions and timelines.
• Use clear formatting for handouts, assignments, and tests.
• Provide paper with math guides, graph paper for computation. paper with midlines for taking notes.
• Place dot in upper left side of paper to help student know where to start writing.
• Arrange items on worksheets so it's easy to know where to start and how to proceed.
• Show students how to cover part of worksheet not being used.
• Let student use special folder or binder, with color-coded dividers or folders for subjects, to keep materials organized.
• Give student a compartmentalized container for classroom materials, tools, and supplies.
• Let student use physical supports: bookends, plastic containers for supplies, bags of folders for work materials.
• Place timeline or assignment list on student's desk.

Support

• Use timer to define work times.
• Provide clear schedule with checkpoints along the way.
• Teach student to use paper or electronic calendar or personal planner to track assignments and work.
• Give student an individual responsibility checklist.
• Check to see if student needs help getting started.
• Let student use references, such as spelling dictionary, atlas, thesaurus, globe, periodic table, chart of math facts.
• Let student use flow chart to plan strategies for math problem solving.
• Let student use concrete materials and manipulatives while learning math concepts.
• Let student use flow chart to plan strategies for math problem solving.
• Give student a copy of expected behaviors or assessment rubric.
• Give student checklist of materials needed for each class to keep in locker or binder.
• Give student a written copy of instructions or requirements for each assignment.
• Give student structured outline or graphic organizer to plan written or oral assignments.
• Use template to focus attention on one line of text or one column of math problem.
• Use colored transparencies or overlays to adjust contrast between text and page background color.
• Provide tactile reference points or boundaries for paper used in art activities; for example, place tape on corner or secure paper in shallow tray
• Incorporate texture in art materials with salt or sand in paint, screening under crayon drawing, glue lines or yarn around stencil edges.

Technology

• Let student use calculator to recheck or complete calculations.
• Let student use self-checking materials or computer-assisted instruction to practice skills.
• Use computer-based models to represent math concepts.
• Let student use software that places symbols above words in written assignments.

Classroom Tests

• Provide instruction in test-taking skills and strategies.
• Conduct review of knowlegde and skills several days before test.
• Provide study guide to help students prepare for test.
• Provide practice with test format, sample questions, and scoring rubric.
• Use symblos, such as arrow or stop sign, on test or answer form to help student follow directions.
• Increase space allowed for test answers.
• Indicate sections for each response by drawing lines or folding paper.
• Provide specific questions to prompt student's written response.
• Let student use webs, diagrams, charts, and outlines to plan responses to open-ended or essay questions.
• Let student use references, such as spelling dictionary, atlas, thesaurus, globe, periodic table, chart of math facts.
• Provide paper with math or writing guides, graph paper for computation, paper with midlines for taking notes.
• Review corrected tests and debrief students.

FCAT

• Use symbols, such as arrow or stop sign, on test or answer form to help student follow directions.
• Maintain or enhance visual attention with pointer, template, positioning tools, blank card or other means to cover portions of test.
• Cover portions of test to direct attention to uncovered items.
• Use colored transparencies or overlays.
• Highlight key words or phrases in directions, questions, and passages.
• Repeat, clarify, and summarize test directions.
• Provide verbal encouragement by saying, "Keep working," "Be sure to answer every question," without cueing responses.
• Use paper with raised or shaded lines, color-coded areas for responses.
• Use math guides or grids to organize mathematical calculations.
• Use writing guides to produce legible answers.
• Check periodically that student is marking in correct spaces.

Solutions in Learning Environment

• Use consistent routines to start lessons, change classes, complete activity, go to lunch, move around school.
• Use positive reinforcement for using appropriate behaviors or following class rules; establish and use consequences for misbehaving.

Solutions in Time Demands or Scheduling

• Give student agenda or schedule for the day or preview of what will happen in class.
• Provide clear schedule with checkpoints along the way.
• Use timer to define work times.
• Place timetable or assignment list on student's desk.

List of needs and solutions