EdPro Development Accommodations & Modifications Form
Instructional Accommodations/Modifications
Presentation of Subject Matter
________ Use spatial/graphic/visual strategies
________ Use bodily kinesthetic or hands-on strategies
________ Use musical/rhythmic strategies
________ Use self-management strategies (see SelfManagement/Monitoring)
________ Use cooperative learning strategies
________ Present demonstrations (models)
________ Emphasize critical information
________ Pre-teach vocabulary
________ Use Experiential Learning/examples
________ Use functional/authentic instruction
________ Provide low vocabulary/language materials on
topic/theme/concept
________ Check often for understanding/review
________ Plan for generalization/teach skills in several
settings/situations
________ Request parent reinforcement of instruction
________ Instruction focuses on IEP goals only
________ Provide cross-age or same-age peer tutoring
________ Use multiple/rotating peers for groups/tutoring
________ Use errorless learning strategies
________ School text sent home for summer preview
Materials
________ Home set of texts/materials for preview/review
________ Tapes of teacher lectures/discussions
________ Modify arrangement of material on page
________ Carbonless or photo copy of peer's class notes
________ Audio taped textbooks/materials
________ Provide supplementary materials
________ Typed copies of teacher lectures/notes
________ Large print/magnified photocopies
________ Highlighted texts/study guides
Environmental Arrangements
________ Planned/preferential seating
________ Modify room arrangement
________ Reduce/minimize distractions (visual, auditory, tactile,
movement, and/or social)
________ Provide special equipment:
_____ computer
_____ audio tape recorder
_____ word processor
_____ see OT/PT report
_____ calculator
_____ see technology
assessment report
_____ AAC device
_____ other ____________
_____ video recorder
______________________
Classroom Assessment Accommodations/Modifications
(In order to justify appropriateness of accommodations for any state
mandated tests, items checked below should be used consistently with
a student over the previous year.)
Assignments
_______ Give directions in small, distinct steps
_______ Give directions in alternative format
(written/picture/verbal, etc.)
_______ Give directions in multiple formats (e.g., written & orally)
_______ Audio/Video tape directions for student
_______ Give extra cues/prompts on assignments
_______ Provide photocopies of pages/items vs. student copying
from text/board
_______ Read/audio tape ALL text on assignments
_______ Modify worksheet/packet format (essay, short answer, fill
in blank, multiple choice, etc.)
_______ Increase frequency of assignments formatted for learning
style strength areas
_______ Shorten assignments (fewer items/questions)
_______ Modify difficulty level of content
_______ Allow student to type or tape assignment
_______ Allow alternate assignment/strategy when class demands
conflict w/ IEP goals
_______ No penalty for spelling/handwriting/sloppy
_______ Provide extra grade opportunities (re-do items missed,
extra credit, etc.)
_______ Modify grading scale (pass/fail or points)
_______ Provide grading rubrics w/ assignment
_______ Other ________________________________
Pacing
_______ Flexible time limits
_______ Allow breaks
_______ Vary assessment/assignment activity frequently
_______ Omit tasks requiring copying in timed situations
_______ Compacting
_______ Other ________________________________
Testing
_______ Modify test format
_______ Oral testing for directions and/or test items
_______ Shorten test length
_______ Modify content being tested
_______ Additional/alternate materials (see Materials)
_______ Consider learning styles & change assessment mode to:
_____ Exhibitions
_____ Reflections
_____ Performances
_____ Products
_____ Journals
_____ Visuals
_____ Authentic applications of content/concept
_______ Alternate test administrator/locale
_______ Other ________________________________
Behavior Support Accommodations/Modifications
(If a Positive Behavior Support Plan has been completed, use this
checklist below to emphasize priority strategies and reference the
Support Plan for details.)
________ Conduct comprehensive functional assessment
________ Teach functionally equivalent alternatives to challenging
behaviors
________ Increase opportunities for choice
________ Use instruction/assessment that capitalizes on
strengths/interests
________ Increase predictability of schedule
________ Assign daily classroom job in strength/interest area
Social Interaction Support
________ Review and practice social skills using role play and/or
authentic (real) situations
________ Assign as cross-age or same age peer tutor
________ Provide a peer advocate
________ Provide social skills instruction
________ Create a “Circle of Friends”
Self Management/Monitoring
________ Provide daily assignment book
________ Provide written daily schedule
________ Provide pictorial daily schedule
________ Provide study guides
________ Provide T-Charts for classroom rules
________ Provide self-monitoring checklists for academic tasks
________ Provide self-monitoring checklists for unwritten
curriculum (class rules, procedures, social skills, etc.)
________ Provide step by step checklists for academic tasks
________ Provide step by step checklists for unwritten curriculum
(class rules, procedures, social skills, etc.)
________ Use socially appropriate coping/relaxation strategies
Consequence Manipulations
________ Provide a range of consequences, including instructional
consequences
________ Use reinforcement-based decelerating consequences
________ Increase ratios of positive to negative interaction
________ Provide verbal reinforcers
________ Provide non-verbal reinforcers
________ Provide concrete reinforcers
________ Provide a choice of reinforcers
________ Provide activity-based reinforcers
________ Provide social reinforcers
________ Use reactive strategies
________ Follow crisis intervention plan