504 Accomodations

Examples of Possible
Accommodations or Interventions
for a Section 504 Plan

MARY DURHEIM
This form lists examples of accommodations or inter¬ventions that a school district might offer a student with a disability to help him/her achieve success in school. Every student has different needs and the plan should be customized to those needs. A profile of the needs should first be done, then prioritized. Even though some students may need more accom-modations/interventions than others, it is important for parents and educators to be realistic and not try to "fix" everything at once. Choose the most critical areas of concern and then target SEVERAL accom¬modations or interventions that can realistically be accomplished by the team of the parent, the teacher(s) and the student.
Areas of Concern:
Activating and getting started
Irritability, depressed mood, sensitive to criticism
Memory, recall
Motor activity
Compliance
Academic skills
Sustaining attention and concentration
Sustaining effort
Impulsiveness
Organizing and planning
Socialization

Accommodation by Teacher:
Physical Arrangement of Room-
Seating student near teacher
Standing near student when given directions or presenting lessons
Increasing the distance between the desks
Seating student near positive role model
Avoiding distracting stimuli (high traffic areas, windows, heating system

Additional accommodations:
Lesson Presentation-
Pairing students to check work
Writing key points on the board
Providing peer tutoring
Providing visual aids
Providing peer note taker
Making sure directions are understood
Break longer presentations into shorter segments
Providing written outline
Allowing student to tape record lesson
Having student review key points orally
Teaching through multi-sensory modes
Using computer-assisted instruction
Include a variety of activities in each lesson

Additional accommodations:
Assignments/Worksheets-
Giving extra time to complete tasks
Simplifying complex directions
Handing worksheets out one at a time
Reducing the reading level of the assignment
Providing study skills training/learning strategies
Allowing student to tape record assignments/homework
Shortening assignments; breaking work into smaller segments
Allowing typewritten or computer printed assign¬ments
Using self-monitoring devices
Reducing homework assignments
Not grading handwriting
Requiring fewer correct responses to achieve grade
Giving frequent shorter quizzes and avoiding long tests

Additional accommodations:
Test Taking-
Allowing open book exams
Giving exams orally
Giving take home tests
Allowing student to give test answers on tape recorder
Giving frequent short quizzes, not long exams
Allowing extra time for exams
Reading test items to student
Giving more objective items (fewer essay responses)

Additional accommodations:
Organization-
Providing peer assistance with organizational skills
Providing student with extra set of books for home
Providing student with an assignment notebook
Providing rules and help with getting organized
Checking homework daily
Setting short-term goals for work completion
Assigning volunteer homework buddy
Sending daily/weekly progress reports home
Requesting parental help with organization
Supervising writing of homework assignments
Giving assignments one at a time

Additional accommodations:
Behaviors-
Providing frequent, immediate, positive feedback
Using self-monitoring strategies
Contracting with student
Increasing the immediacy of rewards
Using "prudent" reprimands, avoiding lecturing
Using nonverbal cues to stay on task
Implementing a classroom behavior management system
Anticipate problems and use preventative strategies
Praising specific behaviors
Allowing legitimate opportunity to move
Giving extra rewards and privileges
Implementing time-out procedures
Allowing short breaks between assignments
Making student correct answers, not his mistakes
Ignoring minor inappropriate behaviors
Supervising during transition times

Additional accommodations:
Mood-
Provide reassurance and encouragement
Speak softly in non-threatening manner if student is nervous
Focus on student's talents and accomplishments
Make time to talk alone with student
Look for signs of stress build up and provide encouragement or reduced work load
Allow student an opportunity to "save face"
Give student choices
Train to control anger: encourage student to walk away; use calming strategies
Compliment positive behavior and work
Look for opportunity for student to display lead¬ership role in class
Send positive notes home
Reinforce frequently when student is frustrated
Use mild, consistent consequences

Additional accommodations:
Academic Skill-
If READING is weak: provide extra time; use "previewing" strategies; select text with less on a page; shorten amount of reading required; avoid oral reading
If ORAL EXPRESSION is weak: accept all oral responses; substitute display for oral report; encourage expression of new ideas; pick topics easy for student to talk about
If WRITTEN LANGUAGE is weak: accept non-written forms of reports; accept use of typewriter, tape recorder; do not assign large quantities of written work; test with multiple choice or fill-in blanks
If MATH is weak: allow use of calculator; use graph paper to space numbers; provide extra math time; provide immediate correctness feed¬back and instructions by modeling the correct computational procedure: teach the steps needed to solve a particular math problem; give clues to the process needed to solve problem; encourage use of "self-talk" to problem-solve.

Medication
Physician:
Medication:
Dose:
Schedule:
Administered in school by:

Parent education re: AD/HD
Parent education re: behavior management
Provide positive reinforcement for points earned in behavior program at school
Write questions, concerns in assignment note¬book to communicate with teacher(s)
Community agency involvement
Break homework into smaller parts and provide frequent breaks
Communicate concerns to teacher(s)/ counselor
Inform teacher(s)/counselor of medication changes
Get feedback from teacher(s)/counselor to give physician for check-ups

Additional accommodations:
Special Considerations-
Monitor student closely on field trips
Inservice teacher(s) on child's handicap
Provide social skills group experiences
Develop intervention strategies for transitional periods (i.e., cafeteria, recess, assemblies)
Alert school bus driver
Provide group/individual counseling re:

Additional accommodations:
Parent Involvement-
Initial assignment notebook daily/weekly
Provide daily rewards for bringing completed assignment notebook/progress note home
Call teacher(s) every for feedback
Call homework hotline for assignments
Supply school with medication and necessary medical forms
Parent support group (e.g., CHADD)

Participants Name: