Classroom Accommodations for Students
In order for students with disabilities to be successful in school, it may be
necessary for teachers to make modifications to their classroom environment,
teaching techniques, or other accommodations.
Effective Teaching
Strategies
Increase Listening/
Auditory Skills
Textbook
Adaptations
Assignments and
Homework
Motivation
Teach Appropriate
Social Skills for
Academic
Development
Effective Behavior
Management
* gain student’s attention prior to giving direction or instruction
* use visual aids to capitalize on student’s visual strengths and
provide auditory/visual association with new concepts
* write assignments on board or provide a list of assignments
* ensure students have sufficient time to complete tasks, including
testing situations.
* use simple language
* use repetition
* demonstrate or model
* use manipulatives and visual aides
* build on students prior knowledge
* use audiotape or CD to record content
* read textbooks aloud to students
* pair students together
* assess use of prior knowledge immediately prior to reading assignment
* model effective reading strategies
* teach use of graphic aids and memory strategies to increase comprehension
and improve retention
* use multi-level, multimedia approach
* develop intrinsic interest in reading by allowing students to choose their
own reading materials
* content length and time requirement is appropriate
* required skill level is appropriate
* explain assignment and answer all questions
* model assignment if appropriate
* check for understanding
* explain why assignment is important
* due date
* support available to complete task
* student involvement in decision making
* use classwide peer tutoring as a structured technique to improve academic
skills
* CWPT provides context for students to receive social skills instruction
* practice social skills
* reward students for demonstrations of appropriate social interactions
* establish classroom rules, consequences, and rewards the first week of
school
* post rules throughout the classroom and consistently reinforce
* separate students with behavior problems, and keep them close to teacher
* post daily assignments, and daily schedule, to eliminate interruption of
instruction to ask what will occur each day
* establish a procedure for entering and exiting the classroom and practice
with students
* engage students within 3 minutes of entering the classroom for instruction
* have all the days materials prepared in advance
* utilize a variety of teaching techniques
Classroom Accommodations for Students
Difficulty sequencing
and completing steps
to accomplish specific
tasks
Shifting from on
uncompleted activity
to another without
closure
Difficulty following
through on
instructions from
others
Difficulty sustaining
effort and accuracy
over time
Difficulty with any
task that requires
memory
Confusion with
nonverbal cues
Difficulty sustaining
attention to tasks or
other activities
Difficulty making
transitions from
activity to activity or
class to class
Apparent inattention,
daydreaming, or
under activity
Poor time
management
* break up task into workable and manageable steps
* provide examples and specific steps to accomplish task
* define the requirements of the activity to be completed
(Your math is completed when all six problems are answered and
correct; do not begin the next task until your math is completed).
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* combine seeing, saying, writing, and doing
* teach memory techniques as a study strategy (mnemonics, visualization,
oral rehearsal, numerous repetitions)
* directly teach what nonverbal cues mean
* model and have student practice reading cues in a safe setting
* reward attention
* break up activities into small units
* use physical proximity and touch
* use study carrels, headphones, a quiet place, or preferential seating
* establish realistic and achievable goals
* seat student near a good role model
* assess students’ interests and encourage choice making
* utilize hands-on activities to teach concepts
* put unnecessary materials away to minimize distractions
* give advance warning of when a transition is to take place
* combine verbal, auditory, and/or visual cues to indicate transition times
* provide positive reinforcement for transitioning without incident
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Poor handwriting
gain student’s attention before giving directions
use alerting cues and accompany oral directions with written directions
give only one direction at a time, and repeat if necessary
do not present a command as a question or a favor
reduce assignment length and strive for quality rather than quantity
provide positive reinforcement when student is trying hard
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get student’s attention before giving directions
actively involve student in lesson
make sure material is challenging, but not beyond the students capability
make sure material is not to difficult for student, and they have mastered
the necessary pre-requisite skills
explain to student what your expectations are as to what “paying
attention” looks like.
give time limits for small units of work with positive reinforcement for
timely task completion
utilize a contingency contract, or visual cues (clock, timer) for selfmonitoring.
allow for the use of a computer, word processor, or AlphaSmart
allow for a scribe or note-taker
allow oral reports as opposed to written reports
allow for shorter assignments
Classroom Accommodations for Students
Difficulty remaining
seated or in a
particular
position when
required
Frequent
involvement in
physically dangerous
activities without
regard to
consequences
Difficulty with
unstructured time
Losing items/supplies
necessary for school
* allow frequent opportunities to get up and move around
* allow short stretching or exercise breaks
* tailor lessons such that they require bodily movement
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anticipate dangerous situations and plan a response in advance
teach students to STOP-LOOK-LISTEN
keep student in close proximity to you
pair the student with a responsible peer
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provide the student with a definite purpose during unstructured time
keep students busy and occupied with engaging materials/activities
help the student get organized
teach organizational strategies
teach student to know that there is a place for everything, and everything
has a place