Accommodations and Modifications for 10 Common Classroom Activities

November 27, 2018

Choosing appropriate accommodations and modifications is a great way to help your students with different learning needs participate in your inclusive classroom and reach their academic goals. (Not sure about the difference between accommodations and modifications? Read this Q&A with Inclusion in Action author Nicole Eredics, who shares a clear definition of each.)

In today’s post, we bring you dozens of practical suggestions—both high-tech and low-tech—for supporting students with a wide range of disabilities and needs during 10 common classroom activities. Excerpted from The Speech-Language Pathologist’s Handbook for Inclusive School Practices by Julie Causton and Chelsea P. Tracy-Bronson, these ideas will help you promote access to the general education curriculum for all learners.

(Important note: choosing accommodations and modifications is a highly individualized process that depends on the needs of each specific student. Before you try out the suggestions below, carefully assess what each learner needs to be successful.)

Activity #1: Sitting and Listening

When students are asked to sit and listen, consider providing these supports:

Visuals to look at
Movement breaks
An FM system that amplifies the teacher’s voice
A rug or mat to help determine where to be
An object to signify who is speaking, such as a “talking stick”
A ball to sit on
Choice about where to sit
A focus object for students to hold or manipulate
A signal to start listening
Their own copy of the book that is being read
A topic bag filled with objects that relate to the content
A job to do: help another student, write ideas on the board

Activity #2: Presenting Orally

When students are asked to present orally, consider providing these supports:

Note cards
Visuals
A handout of key points
A voice recorder
A microphone
PowerPoint slides to guide them
Preprogrammed communication device
Choice about the supports they need

Activity #3: Test Taking

When students are asked to take a test, consider providing these supports:

A review of test strategies
A review of the information on the test
A practice test
A double-spaced test
Easy questions first
Someone to read the test questions
A reduced number of choices (eliminate one or two of the choices)
For matching tests, a long column divided into smaller sections
A computer so they can complete it electronically
As much time as needed
An oral exam instead of a written one
A performance-based test
The option of drawing responses
Simplified language on the test

Activity #4: Completing Worksheets

When students are asked to complete worksheets, consider providing these supports:

A word bank
Clear directions
File folder labels for students to stick answers onto
A direction sheet where the most important information is highlighted
Fewer problems or questions to complete
Choice about type of writing instrument

Activity #5: Discussing a Topic

When students are asked to discuss a topic, consider providing these supports:

A “talking object” to signify who is speaking
Note cards with students’ ideas written on them
Peer support
A preprogrammed communication device with a question on it
A piece of paper for drawing ideas or concepts
Choice about how to participate in the discussion
Their own copy of the text the students are discussing
A highlighted section of the text—have the student read and others discuss

Activity #6: Note Taking

When students are asked to take notes, consider providing these supports:

A lecture outline the student can complete during the lecture
A chart of key points
A graphic organizer to help them organize thoughts
The teacher’s notes from the day before
A laptop computer or an AlphaSmart to ease the writing process
Choice about how to take notes
A copy of the teacher’s notes with key words to fill in
Lecture notes enhanced with pictures

Activity #7: Using a Computer

When students are asked to use a computer, consider providing these supports:

A task card with simple directions on how to start up the program
Modified keyboard
Enlarged font
IntelliKeys
An adjusted delay on the mouse
An alphabetical keyboard
A larger keyboard

Activity #8: Reading a Text

When students are asked to read a text, consider providing these supports:

Background information about the text
Bullets of the main ideas
An audiobook version of the text
Larger print font
Highlighter for key words and concepts
Choral reading
Sticky notes to write questions on
Choice about what to read

Activity #9: Writing

When students are asked to write, consider providing these supports:

Option to tell a friend the story before writing it
A whole-group discussion before writing
Graphic organizers to help organize ideas
Use of simplified “bullet writing”
Pencil grips for students who need help with motor skills
Option for student to dictate the story to an adult or a peer
Stickers to fill in blanks
Option to draw instead of write
Raised-line paper so that students can feel lines

Activity #10: Organizing Materials

When students are asked to stay organized, consider providing these supports:

Color-coded folders
A planner
An agenda written on the board
Assignments written on the board in the same place
Assignments that are already three-hole-punched
A picture schedule
A sticky note on the student’s desk listing things to do
A homework folder
A regular desk check
Clock or timer on desk
A verbal rehearsal of the schedule
A consistent routine

What modifications and accommodations have you found effective in your own classroom? Are there favorite strategies of yours that aren’t on this list? Add them in the comments section below—we love to hear what works for other teachers!