Checklist of Reasonable Classroom Accommodations
I. All at-risk
_____ 1. Multisensory instruction
_____ 6. Frequent review
_____ 2. Hands-on materials/manipulatives
_____ 7. High structure
_____ 3. Simple to complex format
_____ 8. Use of clues/hints
_____ 4. Small, sequential steps
_____9. Use of graphic organizers
_____5. Material related to what is known
_____10. Work in groups/pairs
II. Visual – perception problems
_____1. Clear copy
_____ 21. Concise written directions
_____2. Seat near teacher
_____ 22. Taped material
_____3. Write clearly
_____ 23. Color coding
_____4. Pair Verbal w/ Visual
_____ 24. Primary type (font)
_____5. Visual focusing aids
_____25. Copy of lecture notes
_____6. Oral directions
_____26. Group story writing
_____7. Buddy reader/Learning partner
_____27. No near to far copying
_____8. Peer notetaker
_____28. Correct notes w/ model
_____9. Sum key points
_____29. Directly teach proofing
_____10. Reduce visual distractions
_____30. Highlighted texts
_____11 Color highlighters
_____31. Study guides
_____12. Introduce new vocabulary
_____32. Divide multisyllables
_____13. Jigsaw/4R activities
_____33. Illustrate vocabulary
_____14. Tell purpose for reading
_____34. Chart of missed words
_____15. Reading pairs
_____35. Outlining/webbing aids
_____16. Comprehension class discussions
_____36. Discussion groups
_____17. Discuss written responses
_____37. Color code vowel patterns
_____18. Sequence with comics/pictures
_____38. Limit choices on matching
_____19. Misspelled words notebook
_____39. Story dictation
_____20. Brainstorm words to use
_____40. Think time
III. Auditory perception problems
_____1. No distraction seating
_____ 14. Quiet work area
_____2. Short oral directions
_____ 15. Key points on board
_____3. Oral with written directions
_____ 16. Copy of class notes
_____4. Student repeats directions
_____ 17. Pair visual and auditory
_____5. Alert to directions
_____ 18. Circulate and assist
_____6. Talk more slowly
_____ 19. Teach student to listen
_____7. Vary voice tone and pitch
_____ 20. Visual cue for key points
_____8. Provide outline of lecture
_____21. Stress patterns
_____9. Word families
_____ 22. Practice dictation
_____10. Group words w/ same visual pattern
_____ 23. Make dictionaries
_____11. Have example on worksheet
_____ 24. Use flash cards
_____12. Wait time
_____ 25. Multi-media to introduce
or summarize
_____26. Teach from pics to written
_____13. Word bank
IV. Organizational prolems
_____1. Write on every other line
_____14. Give time to organize
_____2. Do prewriting activities
_____15. Short, simple directions
_____3. Daily routine
_____ 4. Show samples of finished product
_____16. Color-coded book covers
And homework folders
_____17. Narrow choices
_____5. Homework recording (homework planner)
_____18. Give page answer is on
_____6. Review and familiarize
_____19. List materials needed
_____7. Factual to abstract questions
_____20. Cue to inferential thinking
_____8. Post HW assignments in same place
_____21. SQ3R
_____9. Explain changes in routine
_____22. Block worksheets
_____10. List steps for assignment
_____23. Graphic organizers
_____11. Uncluttered worksheets
_____24. Clock face for due time
_____12. Check timeline for long assignments
_____25. Review notes daily
_____13. Procedure for finished work
_____26. Teach abbreviations