Students with executive function challenges often have trouble planning, managing time, and organizing.

Here are some common accommodations teachers can use to help students who struggle with executive skills.

Classroom planning, schedules, and routines

• Post schedules, directions, class rules, and expectations; make sure the student sees them.

• Have a daily routine that changes as little as possible.

• Provide folders and a basket of supplies to keep the student’s desk organized.

Giving instructions and assignments

• Give step-by-step instructions and have the student repeat them.

• Use attention-getting phrases like, “This is important to know because….”

• Say directions, assignments, and schedules out loud.

• Check in frequently to make sure the student understands the work.

• Give simple and concrete written and spoken directions.

• Grade based on work completed, not points off for work not completed.

• Let the student use speech-to-text (dictation) technology for writing.

Introducing new concepts/lessons

• Highlight key words and ideas on worksheets.

• Give a short review or connection to a previous lesson before teaching.

• Allow different ways to answer questions, like circling or saying them.

• Provide a rubric that describes the elements of a successful assignment.

• Share the test format ahead of time so the student can focus on content.

• Give the student an outline of the lesson.

• Give notice (when possible) about schedule changes.

Building organization and time management habits

• Use organizers and mind-mapping software.

• Help the student create a daily to-do list to track assignments.

• Use an assignment notebook.

• Provide an extra set of books for the student to keep at home.

• Break down big projects into smaller pieces with more deadlines.

• Provide colored strips to place under sentences or equations when reading.

When students have difficulty processing visual information, it can get in the way of learning.

Here’s a look at some strategies and tools.

Classroom materials and routines

• Post visual schedules, but also say them out loud.

• Describe visual presentations aloud and/or provide narration.

• Build in time to summarize the important information from each lesson.

• Provide uncluttered handouts with few or no nonessential images.

• Use a reading guide strip or a blank index card to block out other lines of text while reading.

• Provide a highlighter to use to highlight information while reading.

• Provide a slant board (or three-ring binder) to bring work closer to student’s visual field.

• Use audiobooks or text-to-speech software.

• Provide wide-ruled paper and darken or highlight lines and margins to help form letters in the right space.

• Provide graph paper (or lined paper to be used sideways) to help line up math problems.

• Provide a note-taker or a copy of class notes.

• Have loop scissors available to make it easier to control cutting and following a line.

• Provide colored glue sticks to use on white paper.

• Use Wikki Stix to create a border for areas to color or glue.

Giving instructions

• Say directions and assignments out loud.

• Clearly space words and problems on a page.

• Write directions in a different color from the rest of an assignment (or highlight them).

• Include simple diagrams or images to help clarify written directions.

• Use highlighting or sticky-note flags to draw attention to important information on worksheets.

• Allow time for the student to ask questions about directions.

Completing tests and assignments

• Allow oral reporting instead of written responses.

• Allow the student to submit answers on a separate sheet of paper rather than on fitting them into small spaces.

• Reduce visual distractions by folding a test or using blank pieces of paper to cover up part of the page.

• Provide extended time on tests.

• Provide a quiet room for tests if needed.

Auditory Processing Disorder (APD) makes it hard for students to process and make meaning of sounds. That can make it hard to learn — from focusing on what a teacher says to learning how to read.

Here are some examples of accommodations teachers can use to help with auditory processing disorder in the classroom.

Classroom seating, materials, and routines

• Provide a quiet area for independent work.

• Let the student sit near the teacher and away from auditory distractions, like doors and windows.

• Check in frequently to make sure the student understands the work.

• Provide an assistive listening device to make it easier to distinguish the teacher’s voice.

• Give extra time for testing.

Giving instructions and assignments

• Give step-by-step instructions, and have the student repeat them.

• Use attention-getting phrases like “This is important to know because….”

• Decide with the student on a nonverbal signal to show that a key point is being made.

• Say directions, assignments, and schedules out loud, and rephrase as needed.

• Repeat key information throughout the lesson, and rephrase as needed.

• Use visual tools, images, and gestures to enhance and support spoken lessons.

• Break down test or classwork instructions into short, written steps.

• Highlight key words and ideas on worksheets.

• Give written homework instructions.

• Provide a list of homework assignments for the week (or day).

Introducing new concepts/lessons

• Speak clearly and slowly when presenting new information.

• Give material on a new concept to the student before it’s taught to the whole class (so the student can get familiar with it ahead of time).

• Give a list of or highlight key vocabulary and concepts for upcoming lessons.

• Give a short review or connection to a previous lesson before teaching something new.

• Give the student an outline of the lesson.

• Grade based on the student’s completion of the lesson goal. (For instance, don’t grade spelling errors if that’s not what the student was supposed to learn.)

Students with sensory processing issues have trouble handling sensory input. And at school, they often have to cope with sounds, smells, textures, and other sensations that get in the way of learning. Here are some strategies teachers can try.

Classroom planning, schedules, and routines

• Have a daily routine that changes as little as possible.

• Give advance warning of routine changes.

• Build in brain breaks throughout the day.

• Establish clear starting and ending times for tasks.

• Post visual schedules, directions, class rules and expectations; make sure the student sees them.

• Use visuals with pictures of sensory input choices. (Print a PDF of options.)

Building self-regulation skills

• Provide a quiet work space to use when needed.

• Seat the student away from doors, windows, or buzzing lights.

• Adjust the desk and chair so the student’s feet are flat on the floor and hips are at a 90-degree angle, or put a footstool under the desk.

• Let the student use alternative seating, like an exercise ball or a stand-up desk.

• Consult with the occupational therapist (OT) about attaching a stretchy exercise band to the chair legs or desk for students who need to bounce their feet.

• Let the student work in a different position, like lying on the floor using a clipboard or at an easel.

• Provide a weighted lap pad, weighted vest, wiggle cushion, or other OT-approved sensory tools.

• Provide earplugs or noise-muffling headphones to help with noise sensitivity.

• Let the student use handheld fidgets; consider using a fidget contract.

• Have chewing gum available or attach a chewable item to the end of a pencil for a sensory-seeking student.

• Let the student sit on a carpet square or beanbag during group seating.

• Let the student move as needed within a space outlined in tape or at a seat to the side.

• Work with the student to come up with nonverbal signals to use when overwhelmed or in need of a break.

• Create a proactive behavior plan for handling sensory triggers.

• Give advance warning and verbal reminders of loud noises like bells, announcements, or planned fire alarms.

Giving instructions and assignments

• Reduce the need for handwriting (for example, use fill-in-the-blank questions instead of short-answer questions).

• Allow extra time for writing to accommodate motor skills fatigue and trouble with proprioception.

• Let the student use speech-to-text software or a computer.

• Reduce the amount of visual information on a page.

• Provide colored overlays for reading to reduce visual distraction.

• Use blank pieces of paper to cover all but a few of the questions on a page.

• Use manila folders as a screen to block visual distractions.

• Offer pencil grips, slant boards, and bold or raised-line paper for writing.

• Use a highlighter or sticky notes to help the student stay alert and focused.

• Allow the student to listen to music while working to keep focused and regulated.

Students with slow processing speed can struggle in class in lots of ways. That might be trouble keeping up in class, participating in discussions, or staying focused. Processing speed on its own may not be enough to qualify students for an IEP. But that doesn’t mean they can’t use classroom accommodations anyway. Here are some strategies teachers can use to help kids with slow processing speed.

Giving instructions and assignments

• Check in from time to time to make sure the student understands the lesson.

• Give the student extra time to respond to questions in class.

• Give simple written directions, and speak slowly when giving oral directions.

• Use graphs and other visual aids and explain out loud what they mean.

• Provide a checklist or rubric at the beginning of the assignment with details about how the project will be graded.

• Find ways to engage the student’s interest in lengthy assignments. (This can help motivate the student to finish the assignment.)

• Shorten repetitive assignments. Example: Let the student do only the even-number problems.

• Reduce the need for handwriting. Examples: Use fill-in-the-blank questions or allow work to be done on a computer.

• Limit the amount of time spent on daily homework assignments and have parents or caregivers sign off on any unfinished portions.

• Grade the student work based on mastery of information rather than on work completed.

Introducing new concepts/lessons

• Give an outline of the lesson or notes for students who don’t write fast enough or who have trouble multitasking.

• Use text-to-speech software and books with audio to help the student to see and hear the words at the same time.

• Use multiple means of presentation to reinforce new concepts.

Addressing trouble with focus

• Use nonverbal signals to engage a student who seems to be losing focus.

• Encourage the student to email questions or concerns later if it’s hard to come up with them during class.

• Provide a quiet space for tests so the student can talk through the questions without disrupting others.

• Give extended time for tests.

• Offer a chance to improve grades by letting the student correct test answers and explain the process used to correct them.

• Reduce distractions by using blank pieces of paper to cover all but one of the questions on a worksheet.

• Encourage active reading by letting the student use a highlighter or sticky notes.

Building organization and time management habits

• Create daily class routines and stick to them.

• Break down big assignments into smaller pieces with more deadlines.

• Show what a completed project looks like before the student begins.

• Establish clear starting points for tasks rather than just giving a due date.

• Give the student an extra set of textbooks to keep at home in case they’re often forgotten at home.

Keep in mind that having slow processing speed has nothing to do with how smart students are. It’s just that the pace at which they can take in, respond to, and use information may be a little bit slower. Accommodations give them the support they need to show what they know.

Students who have a specific learning disability in math (known as dyscalculia) can struggle with both simple and complex math topics. What can help students with dyscalculia? Here are some ways teachers can make learning easier.

Introducing new concepts/lessons

• Review what the student already learned before teaching new skills.

• Teach students to “self-talk” through solving problems.

• Let the student write out charts or draw sketches to solve problems.

• Use graph paper to help line up numbers and problems.

• Give the student a list of the math formulas taught in the class.

• Use like coins, blocks, and puzzles to teach math ideas.

• Use attention-getting phrases like, “This is important to know because….”

• Use concrete examples that connect math to real life.

• Check in frequently to make sure the student understands the work.

• Use graphic organizers to organize information or help break down math problems into steps.

Giving instructions and assignments

• Create separate worksheets for word problems and number problems.

• Highlight or circle key words and numbers on word problems.

• Allow extra time on tests.

• Give step-by-step instructions and have the student repeat them.

• Provide charts of math facts or multiplication tables.

• Use visual aids or manipulatives when solving problems.

• Let the student use a calculator when computation isn’t what’s being assessed

• Give a rubric that describes the elements of an assignment.

• Use an extra piece of paper to cover up most of what’s on a math sheet or test to make it easier to focus on one problem at a time.

• Give more space to write problems and solutions.

• Break down worksheets into sections.

For kids with dyslexia, reading can be challenging. Spelling and writing can be challenging too. What classroom help level the playing field for students with dyslexia? Here’s a look at some of the supports teachers can use to help students who struggle with reading, spelling, and writing.

Classroom materials and routines

• Post visual schedules and also read them out loud.

• Provide colored strips or bookmarks to help focus on a line of text when reading.

• Hand out letter and number strips so the student can see how to write correctly.

• Use large-print text for worksheets.

• Use audiobooks like those available through services like Bookshare, a free online library for students with disabilities.

• Allow the student to use a text reader like a Reading Pen or text-to-speech software.

• Use speech-to-text software to help with writing.

• Have on hand “hi-lo” books (books with high-interest topics for students reading below grade level).

• Provide extra time for reading and writing.

• Give the student multiple opportunities to read the same text.

• Use reading buddies during worktime (as appropriate).

• Partner up for studying — one student writes while the other speaks, or they share the writing.

Introducing new concepts

• Pre-teach new concepts and vocabulary.

• Provide the student with typed notes or an outline of the lesson to help with taking notes.

• Provide advance organizers to help the student follow along during a lesson.

• Provide a glossary of content-related terms.

• Use visual or audio support to help the student understand written materials in the lecture.

Giving instructions

• Give step-by-step directions and read written instructions out loud.

• Simplify directions using key words for the most important ideas.

• Highlight key words and ideas on worksheets for the student to read first.

• Check in frequently to make sure the student understands and can repeat the directions.

• Show examples of correct and completed work to serve as a model.

• Provide a rubric that describes the elements of a successful assignment.

• Help the student break assignments into smaller steps.

• Give self-monitoring checklists and guiding questions for reading comprehension.

• Arrange worksheet problems from easiest to hardest.

Completing tests and assignments

• Grade the student on the content that needs to be mastered, not on things like spelling or reading fluency.

• Allow understanding to be demonstrated in different ways, like oral reports, posters, and video presentations.

• Provide different ways to respond to test questions, like saying the answers or circling an answer instead of filling in the blank.

• Provide sentence starters that show how to begin a written response.

• Provide extended time for taking tests.

• Provide a quiet room for taking tests, if needed.

Students with dysgraphia can have trouble with handwriting, typing, and spelling. What classroom accommodations can help? Here are some ways teachers can make all aspects of writing easier.

Classroom materials and routines

• Provide pencil grips or different types of pens or pencils to see what works best for the student.

• Provide handouts so there’s less to copy from the board.

• Provide typed copies of classroom notes or lesson outlines to help the student take notes.

• Provide extra time to take notes and copy material.

• Allow the student to use an audio recorder or a laptop in class.

• Provide paper with different-colored or raised lines to help form letters in the right space.

• Provide graph paper (or lined paper to be used sideways) to help line up math problems.

Giving instructions

• Provide paper assignments with name, date, title, etc., already filled in.

• Provide information needed to start writing assignments early.

• Help the student break writing assignments into steps.

• Provide a rubric and explain how each step is graded.

• Give examples of finished assignments.

• Offer alternatives to written responses, like giving an oral report.

Completing tests and assignments

• Adapt test formats to cut down on handwriting. For example, use “circle the answer” or “fill in the blank” questions.

• Grade based on what the student knows, not on handwriting or spelling.

• Use a scribe or speech-to-text so the student can dictate test answers and writing assignments.

• Let the student choose to either print or use cursive for handwritten responses.

• Allow a “proofreader” to look for errors.

• Provide extended time on tests.

• Provide a quiet room for tests if needed.

Students with ADHD have difficulty with attention and self-control. And at school, that can look like inattention, distractibility, hyperactivity, impulsivity, and disorganization — all of which can get in the way of learning. Here are some strategies teachers can try.

Setting up the classroom environment

• Use flexible seating, like wiggle chairs, standing desks, footrests, seat cushions, or resistance bands on chair legs.

• Increase the space between desks or work tables (if social distancing guidelines aren’t already in place).

• Designate a quiet work space in the classroom.

• Set up preferential seating close to the teacher and/or away from high-traffic areas.

• Post a written schedule for daily routines and rules. When possible, let the student know ahead of time about schedule changes.

Building organization skills

• Use an assignment notebook or an electronic calendar.

• Provide an extra set of books to keep at home.

• Provide folders and baskets of supplies to keep desk organized.

• Color-code materials for each subject.

• Provide typed notes or an outline of the lesson to help with taking notes.

• Teach note-taking strategies, like using graphic organizers and mind-mapping software.

• Have a buddy take notes for the student.

Giving instructions

• Give directions out loud and in writing, and have the student repeat them.

• Provide a lesson outline that details instructions and assignments.

• Keep instructions simple, clear, and concrete.

• Use pictures and graphs to help create visual interest.

• Provide a rubric that describes the elements of a successfully completed assignment.

• Help the student break long assignments into smaller chunks.

Completing tests and assignments

• Allow understanding to be demonstrated in different ways, like oral reports, posters, and video presentations.

• Provide different ways to respond to test questions, like saying the answers or circling them.

• Minimize the number of questions and problems per worksheet.

• Schedule frequent short quizzes, rather than one long test at the end of each unit.

• Give credit for work done instead of taking away points for late or partial assignments (with a plan for moving toward completing assignments).

• Grade for content, not for neatness.

• Give extra time and quieter space for work and tests.

Managing behavior

• Use a behavior plan with a reward system.

• Use a nonverbal signal (like a sticky note on the desk or a hand on a shoulder) to get the student’s attention and indicate the need for things like taking a brain break.

• Talk through behavior problems one-on-one.

• Check in frequently to monitor the student’s “emotional temperature” or frustration level.

It’s not uncommon for students who learn and think differently to also struggle with anxiety. They might worry a lot or be withdrawn at school. They may hesitate to participate in the classroom, make frequent trips to the bathroom or the nurse’s office, or even refuse to go to school at all. All of this can get in the way of learning.

Here are strategies teachers can try.

• Encourage the student to use self-calming or anxiety-reducing techniques that were taught by a counselor or therapist.

• Allow the student to have a self-calming object or family pictures on hand.

• Build in “call home” breaks (for students with separation anxiety).

• Let the student seek help from a designated staff member with mental health expertise when feeling anxious.

Classroom setup, schedules, and routines

• Provide classroom seating where the student is most comfortable (near a door, near the front of the room, near the teacher or a friend).

• Let the student sit near the back of the room or by an exit during assemblies.

• Assign the student a designated buddy for lunchtime, recess, and/or hallways.

• Allow preferential grouping for field trips so the student is with a teacher or friends.

• Provide a “take a break pass” to let the student walk down the hallway, get a drink, or leave the classroom when needed.

• Create a plan for catching up after an absence or illness (for example, excusing missed homework or having a known time frame for making up work).

• Give advance notice of planned substitute teachers or other changes in routine.

• Give the student notice and extra time before upcoming transitions, like before recess and lunch, and rehearse transitions in a private or low-stress environment.

Giving instructions and assignments

• Clearly state and/or write down classroom expectations and consequences.

• Break down assignments into smaller chunks.

• Check in frequently for understanding and “emotional temperature.”

• Provide a signal before calling on the student and a signal for the student to opt out of answering.

• Offer written instructions in addition to spoken directions.

• Exempt the student from reading aloud or demonstrating work in front of the class.

• Let the student present projects to the teacher instead of to the entire class.

Introducing new concepts/lessons

• Give extended time on tests and/or separate test-taking space to reduce performance anxiety.

• Allow use of word banks, cheat sheets, or fact cards for tests (for students who freeze or “go blank” during in-class tests).

• Set time limits for homework or reduce the amount of homework.

• Assure that work not completed in that time won’t count against the student.

• Provide class notes via email or a school portal for the student to preview.

• Give notice of upcoming tests (no “pop quizzes”).

When students are being treated for anxiety, it’s crucial for all of the people working with them to be in contact with their mental health providers about using school strategies like these. Together, you can all ensure the accommodations are a good fit for the student.