Maine Mentor Trainers

Examples of Accommodations

Physical arrangement of the classroom

• Provide preferential seating, e.g., seated near the front of the room and away from distractions if such a location helps him/her maintain better focus.
• Stand near him/her when giving instructions.
• Have the daily routine in writing where it’s easy to see
• Include opportunities for physical activity in the schedule.

Instruction

• Allow tape recording of class discussions and lectures.
• Provide a written outline of material covered.
• Use Power Points, Smart Board, overhead projector and other visual media with oral instruction.
• Incorporate technology, e.g., Smart Boards, computers, calculators, videos.
• Accept word-processed assignments.
• Allow oral or audio taped assignments.
• Individualize assignments, e.g., length, number, due date, topic.
• Use peer tutoring.
• Teach specific study skills, e.g., organization, note taking.

Testing

• Provide practice questions for study.
• Give open book tests.
• Allow one page of notes to be used during testing.
• Vary the format of test.
• Read questions aloud.
• Allow student to respond to questions orally.
• Allow use of technology, e.g., calculator, word-processor.
• Provide extra time to complete test.
• Give parts of test in more than one sitting.
• Allow opportunity to take test in another room or at another time of day.
• Allow student to retake test.
• Give more frequent short quizzes and fewer long tests.

Grades

• Mark correct answers rather than mistakes.
• Base grades on modified standards, e.g., IEP objectives, effort, amount of improvement, content rather than spelling.
• Specify the skills he/she’s mastered rather than give a letter grade.

Homework

• Limit homework to a certain amount of time spent productively, rather than an amount of work to be completed.
• Give modified assignments.
• Allow extra credit assignments.
• Allow him/her to work on homework at school.
• Provide written explanation of homework assignments.
• Select a “study buddy” who can copy assignments or clarify by phone.
• Give reminders about due dates for long-term assignments.
• Develop reward system for work completed and turned in.

Home-School Communication

• Develop a daily or weekly home-school communication system, e.g., notes, check list, voice mail, or email.
• Email or mail assignment sheets directly to home.
• Hold periodic student-teacher meetings.
• Schedule regular parent-teacher meetings.

(A printable version is located at: http://www.maine.gov/education/teacherinduction/forms/index.html)