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Accommodations are changes that are made in how the student accesses information and demonstrates performance. They assist in making grade-level standards accessible to students with disabilities. Students may use accommodations during instruction and assessment. The goals for learning in school do not have to change because students use accommodations. Accommodations can help students with disabilities be able to meet the same requirements as students without disabilities.
(Rule 6A-6.03411(1)(a), Florida Administrative Code [F.A.C.]).
(Florida Department of Education, 2018)
Types of Accommodations
Types of Accommodations
How students receive information
How students show what they know
How the environment is made accessible for instruction and assessment
How time demands and schedules may be adjusted
Reading
Reading
Oral presentation of items and answer choices
Oral presentation of directions
Note-taking assistance/hard copy of notes
Colored overlays
Line reader
Highlighted or color-coded text
Highlighted key words
Chunking presentation of materials or information
Whisper phone
Masking tool to focus attention
Study peer
Mnemonics
Graphic organizers
Scanning pen
Audiobooks
Writing
Writing
Graphic organizers
Raised paper
Pencil grips/other writing support tools
No handwriting penalties
Speech to text
Spell check
Student write on test
Templates for written work
Chunking student response to assignments
Sentence stems
Cloze notes
Study peer
Mnemonics
Access to keyboard
Math
Math
Manipulatives
Calculator
Use real objects during instruction
Hundreds charts
Visual examples of completed problem(s)
Formula and/or reference sheet
Concrete examples
Number line
Study peer
Mnemonics
Executive/Independent Functioning
Executive/Independent Functioning
Extended time
Planners, agendas, or other organization tools
Checks for understanding
Visual supports for organization
Task analysis
Masking tool to focus attention
Prior notice of tests and assignments
Notification of changes to a schedule or routine
Breaks between tasks
Structuring transitions
Pace long-term projects
Timers (i.e. visual timer)
Whole group or individual visual schedule
Chunking access to parts of assignments
Binder systems with dividers, folders, and color coding
Daily assignment list
Desktop task list
Electronic organizers
Extra desk/table space for work
Folders to hold work
Structured work systems
Task boxes
Give one paper section at a time
List sequential steps
Visually post assignments, routines, and expectations
Provide materials list for each activity
Peer supports/mentoring
Study outlines
Preview test procedures
Quiet location to complete tasks
Preferential seating
Communication
Communication
Visual supports for communication
Ask questions to encourage participation
Peer supports/mentoring
Alternative response methods
Extra processing time
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