Accommodation Checklist for Core French
Learner:_______________________ DOB:__________ Date:___________ Completed by:___________________
The following accommodations are appropriate and necessary for this learner. Check all that apply.
Pacing
 Extend time requirements
 Vary activity often
 Allow breaks
 Omit assignments requiring copy in times situation
 Home set of text/materials for preview/review
Environment
 Preferential seating
 Alter physical room arrangement
 Define areas concretely
 Reduce/minimize distractions
 Visual
 Auditory
 Spatial
 Movement
 Teach positive rules for use of space
Presentation of Subject Matter
 Teach to learner’s learning style
 Linguistic  Logical/Math
 Musical
 Spatial
 Naturalist  Bodily/Kinesthetic
 Interpersonal
 Model Experiential Learning
 Utilize specialized curriculum
 Teacher tape lectures/discussions for reply
 Teacher provide notes
 NCR paper for peer to provide notes
 Utilize manipulative
 Pre-teach vocabulary
 Make/use vocabulary files
 Reduce language level of reading for assignment
 Share activities
Materials
 Taped texts and/or other class materials
 Highlighted texts/study guides
 Use supplementary materials
 Note taking assistance: carbonless or Xerox copy of
notes of regular students
Special equipment:
 Electric typewriter
 Calculator
 Electronic
 Homemade
 Computer
 Telephone adaptations
 Video Recorder
Assignments
 Give directions in small, distinct steps (written/picture/
verbal)
 Use written back up for oral directions
 Lower difficulty level
 Shorten assignments
 Reduce paper and pencil tasks
 Read or tape record directions to student
 Use pictorial directions
 Give extra cues or prompts
 Allow student to record or type assignment
 Adapt worksheets, packets
 Utilize compensatory procedures by providing alternate
assignment/strategy when demands of class conflict
with student capabilities
 Avoid penalizing for penmanship
Self-Management/Follow Through
 Check often for understanding/review
 Request parent reinforcement
 Have student repeat directions
 Review and practice in real situations
 Plan for generalizations
 Teach skill in several settings/environments
Testing Adaptations
 Oral
 Taped
 Pictures
 Read test to student
 Preview language
of test questions
 Short answer
 Multiple choice
 Modify format
 Shorten length
 Extend time frame
 Applications in real setting
Social interaction Support
 Peer advocacy
 Peer tutoring
 Structure activities to create opportunities for social
interaction
 Structure shared experiences in school, extra curricular
 Cooperative Learning groups
 Use multiple/rotating peers
 Teach social communications skills
 Greetings
 Conversation turn taking
 Sharing
 Negotiation
Motivation and Reinforcement
 Verbal
 Positive reinforcement
 Non-verbal
 Use strengths / interests often
Adapted from North East Independent School District of San Antonio, Texas, by IRCA, 10/92
© Modern Languages Council, 1999
Adapted from North East Independent School District of San Antonio, Texas, by IRCA, 10/92
© Modern Languages Council, 1999