Accommodations Menu
Table of Contents
By: Jessa Paczkoski
Intellectual Disabilities 2
Specific Learning Disabilities 4
Emotional/Behavioral Disorders 7
Physical Disabilities 10
Autism 12
Visual Impairments 14
Academically Gifted 16
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Intellectual Disabilities
Intellectual disability is a disability characterized by significant limitations in both intellectual
functioning and in adaptive behavior, which covers many everyday social and practical skills.
This disability originates before the age of 22.
https://www.aaidd.org/intellectual-disability/definition
➔ Intellectual Functioning - refers to general mental capacity, such as learning, reasoning,
and problem solving; also known as intelligence
➔ Adaptive Behavior - the collection of conceptual, social, and practical skills that are
learned and performed by people in their everyday lives.
➔ Traditionally classified as having mild, moderate, or severe/significant conditions; can
also be classified in terms of the intensities of the supports they need: intermittent,
limited, extensive, or pervasive.
Examples of Intellectual Disabilities:
● Fragile X Syndrome
● Down Syndrome
● Developmental Delay
Characteristics:
https://www.cdc.gov/ncbddd/childdevelopment/facts-about-intellectual-disability.html
● Sit up, crawl, or walk later in life than other children
● Learn to talk later, or have trouble speaking
● Find it hard to remember things
● Have trouble understanding social rules
● Have trouble seeing the results of their actions
● Have trouble solving problems
Accommodations:
Mathematics:
● Create separate worksheets for word problems and number problems
● Give step-by-step instructions and have the students repeat them
● Provide charts of the math facts that are important for the understanding of the material
● Offer multiple choice instead of open response questions
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● Record the lessons and post them online to allow the student to rewatch them at home if
they are having trouble remembering how something was done
● Assign everyone in the classroom a “math buddy” that they can go to if they have trouble
understanding a topic.
Science:
● Provide “fill in the blank” lesson notes leaving key words out for the student to listen to
and fill in.
● Provide a lab partner
● Allow extra time for set up and completion of lab work
● Use a combination of written, verbal, and pictorial instructions when explaining complex
concepts
● Take advantage of hands-on labs, using all the senses helps to learn and retain
information better
English:
● Assign shorter papers
● Give the student the option of reading a book themselves, or having the book read to
them.
● Create alternative projects or assignments
● Provide a word bank on the top of vocabulary worksheets and tests.
● Give the student less vocabulary/spelling words
Overall:
● Allow frequent breaks from constant learning
● Allow for extra time to be given for assignments and tests.
● Allow the student to sit where they feel the most comfortable and the spot where they will
feel the most comfortable to learn in that environment.
● Allow the student to take extra time to comprehend the information and instructions
given in class.
● Give the student less options on multiple choice exams
Statistics: Approx. 1-3% of the global population has an intellectual disability
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Specific Learning Disabilities
The Individuals with Disabilities Education Act (IDEA) defines a specific learning disability as “a
disorder in one or more of the basic psychological processes involved in the understanding or in
using language, spoken or written, that may manifest itself in the imperfect ability to listen, think,
speak, read, write, spell, or to do mathematical calculations”.
https://www.specialeducationguide.com/disability-profiles/specific-learning-disabilities/
Examples of Specific Learning Disabilities:
● Dyslexia - general term for disorders that involve difficulty in learning to read or interpret
words, letters, and other symbols, but that do not affect general intelligence.
● Dyscalculia - severe difficulty in making arithmetical calculations.
● Dysgraphia - difficulties with spelling and/or trouble putting thoughts down on paper.
Characteristics:
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00495884000000000000000000B01]/12[P7000495884000000000000000000B07]/6[P7000495
884000000000000000000B0A]/4/2[P700049588400000000000000000C2D8]/2/2/4[P70004958
8400000000000000000C2DA]/1:0[%2CCha]
● Reading-Based Learning Disabilities:
○ Dyslexia
■ Difficulties in identifying letters and their sounds
■ Difficulties in reading rate
■ Difficulties in vocabulary
■ Difficulties in reading comprehension
○ Hyperlexia
■ Advanced reading abilities coupled with significant difficulties in
comprehending what one has read
■ Difficulties in using expressive language
■ Difficulties in socializing with others
● Dysgraphia (Written Expression-Based Learning Disabilities):
○ Difficulties in:
■ Idea generation
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■ Text organization
■ Sentence structure
■ Vocabulary usage
■ Spelling
■ Grammar
● Break down abstract concepts and rephrase if needed
● Dyscalculia (Mathematics-Based Learning Disability):
○ Difficulties in:
■ Discriminating numbers, symbols, and signs
■ Understanding math terms
■ Learning number facts
■ Performing computations
■ Solving problems
● Nonverbal Learning Disability:
○ Difficulties in:
■ Processing nonverbal, visual-spatial information, and communications
■ Interpreting body language and the context of linguistic interactions
■ Using a varied communication style and word selection
Accommodations:
Mathematics:
● Allowing the use of a calculator for tests where computation isn’t what’s being assessed
● Giving the student a list of math formulas taught in class
● Use coins, blocks, and puzzles to teach math ideas
● Use examples that connect math to real life.
● Highlight or circle key words and numbers on word problems
● Give more space to write problems and solutions
● Use graphic organizers to organize information or help break down math problems into
steps
Science:
● Giving the option of an oral exam
● Provide a glossary of content-related terms
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English:
● Allowing the use of spelling and grammar assistive devices for essay exams.
● Give self-monitoring checklists and guiding questions for reading comprehension
● Explain figures of speech as you use them
Overall:
● The assistance of a reader, scribe, or word processor for exams
● Extended testing time
● Check in frequently to make sure the student understands the work
● Teach students to “self-talk” through solving problems
● Use visual or audio support to help the student understand written materials in the
lecture
● Use a nonverbal signal with the student to indicate the need for a brain break
Statistics: about 5-9% of the population has a learning disability
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Emotional/Behavioral Disorders
The Individuals with Disabilities Education Act (IDEA) defines emotional disturbance as a
condition exhibiting one or more of the following characteristics over a long period of time and to
a marked degree that adversely affects a child’s education performance:
● An inability to learn that cannot be explained by intellectual, sensory, or health
factors
● An inability to build or maintain satisfactory interpersonal relationships with peers
and teachers
● Inappropriate types of behavior or feelings under normal circumstances
● A general pervasive mood of unhappiness or depression
● A tendency to develop physical symptoms or fears associated with personal or
school problems
➔ As defined by IDEA’s definition, emotional disturbances includes schizophrenia but does
not apply to children who are socially maladjusted, unless it is determined that they have
an emotional disturbance
https://debh.exceptionalchildren.org/behavior-disorders-definitions-characteristics-related-inform
ation
Examples of Emotional/Behavioral Disorders:
● Anxiety Disorders
● Bipolar Disorder (also known as Manic-Depressive Disorder)
● Eating Disorder (anorexia, bulimia, and binge-eating disorder)
● Obsessive-Compulsive Disorder
● Psychotic Disorder
Characteristics:
https://debh.exceptionalchildren.org/behavior-disorders-definitions-characteristics-related-inform
ation
● Hyperactivity (short attention span, impulsiveness)
● Aggression or self-injurious behavior (acting out, fighting)
● Withdrawal (not interacting socially with others, excessive fear or anxiety)
● Immaturity (inappropriate crying, temper tantrums, poor coping skills)
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● Learning difficulties (academically performing below grade level)
● Children with most serious emotional disturbances may exhibit the following
characteristics:
○ Distorted thinking
○ Excessive anxiety
○ Bizarre motor acts
○ Abnormal mood swings
Accommodations:
Mathematics:
● Have regular “concept checks” throughout the lesson to keep the student’s attention on
the work rather than varying factors
○ Concept check: strategy used throughout a lesson to make sure all the students
are understanding the material, and see if it needs to be reviewed, or retaught.
● Allow the student the option to be a peer tutor to allow them to socially connect with their
peers while socially and academically benefiting both students
Science:
● Apply learning to real-life situations
● Structure learning activities so that students are active and learn by doing
● Allow the student the option to work alone on projects, if possible
English:
● Reduce the the amount of information on a page if it is causing a visual distraction for
the student (if reading a book in class the student could be offered the same book but
with larger print)
● Provide the student with clearly states criteria for acceptable work
Overall:
● Practice direction-following skills with non-academic tasks
● Provide a sensory bin for exploration of textures and shapes
● Provide “fidget” items (something to help with anxiety)
● Provide the student with a designated place to take a break or to “cool off”
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● Present a list of assignments that are due throughout the week somewhere that all the
students can see at the beginning of the week to help reduce anxiety about not getting
everything completed on time.
● Allow for mental breaks
Statistics: According to the National Institute of Mental Health (NIMH), emotional and behavioral
disorders affect 10-15% of children globally
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Physical Disabilities
According to the The Individuals with Disabilities Education Act (IDEA), a physical disability is
categorized under “orthopedic impairment: and defined as a severe orthopedic impairment that
adversely affects a child’s educational performance. The term includes impairments that are
caused by:
➔ Congenital anomaly
➔ Disease (poliomyelitis, bone tuberculosis)
➔ Other causes (cerebral palsy, amputations, and fractures or burns that cause
contractors)
https://disabilities-informational-resources.weebly.com/physical-and-other-health-impairments.ht
ml
Examples of Physical Disabilities:
● Cerebral Palsy - affects movement and posture
● Muscular Dystrophy - hereditary condition marked by progressive weakening and
wasting of the muscles
● Spina Bifida - affects the spine and is usually apparent at birth
● Orthopedic and Musculoskeletal Conditions
Characteristics:
Disclaimer: the characteristics of a physical disability will vary slightly depending on the type and
severity of the physical disability, as well as the body parts affected.
https://www2.unb.ca/alc/modules/physical-disabilities/implications-for-learning.html
● May have problems related to:
○ Movement
○ Posture (sitting, standing)
○ Grasping or manipulating objects
○ Communication
○ Eating
○ Perception
○ Reflex movements
○ Automatic motricity
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Accomodations:
Mathematics:
● Allow the option of a verbal/oral or electronic exam instead of a pencil/paper exam for a
student who has difficulty writing.
Science:
● Allow alternative assignments if a lab/experiment involves too much movement for the
student
English:
● Replace written exams/essays or assignments with an oral exam or presentation
Other:
● Ensure all off-site activities are accessible
● Make sure the student is always included with others when forming groups
● Remove obstacles and arrange furniture to ensure clear passage to where the student
and the teacher sit and instruct from
● Allow the student to record the lesson, or allow the student to have note taking
assistance
● Allow for additional time on exams or assignments if needed
Statistics: 16% of the people in the US (39 million people) have difficulties with their physical
functioning.
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Autism
Disclaimer: I know this wasn’t one of the required categories but the group of students being
diagnosed is growing rapidly and I feel like this is an important category for me personally to
have for my future in teaching.
The Individuals with Disabilities Education Act (IDEA) defines Autism as a developmental
disability significantly affecting verbal and nonverbal communication and social interaction that
adversely affects a child’s educational performance.
➔ Generally evident before the age of three years old.
➔ ASD is a wide spectrum of disorders, ranging from severe to moderate, which also
comes with a wide range of associated signs and symptoms
https://sites.ed.gov/idea/regs/b/a/300.8/c/1
Different Types of Autism:
https://www.integrityinc.org/what-are-the-5-different-types-of-autism/
● Level 1 Autism Spectrum Disorder (ASD); previously called Asperger’s Syndrome
● Rhett Syndrome (although this has been removed from the spectrum)
● Childhood Disintegrative Disorder (CDD)
● Kanner’s Syndrome or Classic Autistic Disorder
● Pervasive Developmental Disorder - (PDD-NOS)
Characteristics:
https://www.aboutkidshealth.ca/article?contentid=1494&language=english
● Problems with social interaction with others
● Unusual interest in objects
● Need for sameness (Heavy reliance on a set schedule)
● Great variations in abilities
● Under or over reaction to one or more of the five senses
● Repeated actions or body movements
● Unusual emotional reactions and expressions
Accommodations:
Mathematics:
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● Identifying the student’s interest and trying to incorporate it to teach math concepts
● List out math facts so the student can easily refer to it whenever they need, and is
appropriate to do so.
● Teach math concepts through visual examples and pair them with verbal instructions for
those that are partially verbal or non-verbal
● Make learning math fun for the student by incorporating games with flashcards, apps, or
an online curriculum (CoolMath.com)
Science:
● Clear communication of what will happen in each lab/project, and how long it will take is
key.
● If there are any loud noises or bright lights as part of an experiment, let the student know
it is coming so they can prepare for it; never assume that it’s common knowledge that
there will be loud noises and/or bright lights.
● Allow for extra time on harder experiments/labs/projects if needed
English:
● Allow for the student to wear earplugs when independent reading is assigned
● Provide a audio recording of the book the class is reading, if possible
● Use technology to help students whose fine motor skills aren’t as developed
Other:
● Provide the child with a weekly or monthly schedule of activities and assignments and try
to stick to it.
● Provide positive reinforcement for appropriate class participation and task completion in
the form of praise or a possible point or token system that the whole class can
participate in.
● Students with autism often have difficulties with visual or auditory learning styles,
therefore uploading different media options until you are able to grasp what type of
learning style, (visual or auditory), works best for the student to succeed.
● Allowing the student to use sensory tools (allows the child to self-regulate their emotions
and keep themselves on task) when applicable.
● Use multiple choice format rather than yes or no questions
Statistics: About 1 in 59 children in the U.S. have been identified with Autism Spectrum Disorder
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Visual Impairments
The Individuals with Disabilities Education Act (IDEA) defines visual impairments (including
blindness) as an impairment in vision that, even with correction, adversely affects a child’s
educational performance.
➔ The term includes both partial sight and blindness
➔ Distance Vision Impairment:
◆ Mild - visual acuity between 6/12 to 6/18
◆ Moderate - visual acuity between 6/18 to 6/60
◆ Severe - visual acuity between 6/60 to 3/60
◆ Blindness - visual acuity worse than 6/60
● Visual Acuity - sharpness of vision
https://sites.ed.gov/idea/regs/b/a/300.8
https://www.who.int/news-room/fact-sheets/detail/blindness-and-visual-impairment
Examples of Visual Impairments:
● Loss of Central Vision (creates a blur or blindspot, but peripheral vision remains intact)
● Loss of Peripheral (Side) Vision
● Generalized Haze - cloudy vision or lack of clarity in your eye sight, can be constant or
intermittent, and one or both eyes can be affected
● Extreme Light Sensitivity
● Night Blindness
● Blindness
Characteristics:
https://kidshealth.org/en/parents/vision-factsheet.html#:~:text=not%20be%20able%20to%20see
,redness%20or%20sensitivity%20to%20light
● Not being able to see objects at a distance, like on a whiteboard or blackboard
● Have trouble reading (or learning to read)
● Have trouble participating in class
● Not being able to focus on objects or follow them
● May squint often and rub their eyes a lot (have chronic eye redness or sensitivity to light)
● Bumps into things often
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Accommodations:
Mathematics:
● Use of abacus, number line in braille or large print to support counting activities
● Keep mathematical language consistent
● Verbally explain everything that you are doing at the front of the class, even if it seems
like something you would obviously do
Science:
● Braille lab signs and equipment labels
● Auditory lab warning signals
● Adaptive lab equipment (talking thermometers and calculators, light probes and tactical
timers)
English:
● Provide students with low vision/partial vision with large print copies of the current book
that is being read in class
● Provide students with blindness with braille copies of the current book that is being read
in class
● Offer students with an audio version of a book instead of hard copies
Other:
● Verbal descriptions of visual aids
● Audiotapes, braille or electronically formatted lectures notes and handouts
○ Not every student with a visual impairment will want to rely on audiotapes for
learning every single day, giving them the option between audiotapes and braille
when possible will help them feel more included in the classroom
● Provide basic information that other children have incidentally
● Use concrete experience alongside verbal explanation whenever possible.
Statistics: Globally, at least 2.2 billion people have a near or distance vision impairment. In at
least 1 billion - or almost half - of these cases, vision impairment could have been prevented or
has yet to be addressed.
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Academically Gifted
Children who are gifted are defined as those who demonstrate an advanced ability or potential
in one or more specific areas when compared to others of the same age, experience or
environment. These gifted individuals excel in their ability to think, reason and judge, making it
necessary for them to receive special educational services and support to be able to fully
develop their potential and talents.
Characteristics:
● Ability to comprehend material several grade levels above their age peers
● Surprising emotional depth and sensitivity at a young age
● Strong sense of curiosity
● Enthusiastic about unique interests and topics
● Quirky or mature sense of humor
● Creative problem solving and imaginative expression
● Absorbs information quickly with few repetitions needed
● Self-aware, socially aware, and aware of global issues
Accommodations:
● Create Tiered Assignments.
● Allow Gifted Students to Work at Their Own Pace.
● Offer Open-Ended or Self-Directed Assignments & Activities.
● Compact the Curriculum.
● Deliver Project-Based Learning.
● Pair Gifted Students Up.
