Accommodations Recommendations ClientFirst ChoiceSecond ChoiceThird ChoiceEvaluation Date MM slash DD slash YYYY Message to TeacherEnvironmental (Physical Setting)1. Select this sections items Provide preferential seating (i.e. a location most beneficial to the student’s learning) Seat students with vision or attention related needs close to the teacher and/or any visual aids used for instruction Provide a quiet area to take tests and/or complete assignments Select AllBehavior Management2. Select this sections items Create a simple behavior plan or daily/weekly feedback chart Highly encourage water consumption throughout the day Provide extra opportunities for movement (i.e. passing out materials, running errands, stacking chairs, wiping white boards, etc.) Refrain from taking away recess time (movement opportunities help to redirect excess energy, refocus the brain, and relax the visual system) Recognize and allow for periodic visual breaks (i.e. looking away from the workspace), especially following sustained periods of near/up close work at the desk Select Allperiodic visual breaks guildelinesEvery 20 minutes, look 20 feet away for 20 seconds, time may vary between studentsInstructional Strategies3. Select this sections items Provide handouts (i.e. copy of teacher notes) to reduce copying information from the board Use a visual prompt to emphasize key directions that are written/typed on assignments or tests (i.e. highlight, underline, etc.) Select AllMaterialsSome materials may be provided by the family4. Select this section items Provide adapted paper for handwriting Provide access to pencil grips that have been properly fitted for the student’s hand, if recommended Provide access to a slant board for writing assignments, if recommended Provide supplementary visuals (i.e. number line, alphabet strip, math manipulatives, multiplication/math charts, etc.) Provide access to alternative methods of handwritten output (such as dictation, a scribe, talk to text, typing if proficient with a keyboard, etc.) Allow/encourage use of a reading guide to assist in keeping place while reading and/or completing assignments (i.e. bookmark, finger, ruler, etc.) Select AllAssignments and Test Taking5. Select this sections items Provide lines to write on if student is writing within boxes, on blank paper without lines, etc. to help organize writing Provide larger space (or allow use of scrap paper) for fill in the blank type formats Chunk assignments into smaller parts Allow print handwriting in lieu of cursive or vice versa, if recommended Allow student to correct incorrect letter casing (i.e. capital instead of lowercase) or letter reversals without grade reduction when mastery is not shown (below 75%) Reduce physical writing demands Allow extra time (i.e. time and a half) for any handwritten, test taking, and/or reading work to be completed, both in class and at home Allow student to begin projects/assignments early Cover up (or encourage the student to cover up) unnecessary information on worksheets/tests to limit extraneous stimuli (i.e. show 1 problem at a time, rather than the entire sheet) Select AllReduce physical writing demands Provide access to alternative methods of handwritten output (such as dictation, a scribe, talk to text, typing, etc.) Accept shorter (i.e. less detailed) handwritten responses on assignments/tests (i.e. lists or bulleted points instead of narrative text) Provide fill in the blank, circle the answer, or sentence starter type formats if possible Provide worksheets with problems already on them instead of having student copy the problems Δ
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