Ensuring Appropriate Accommodations for Students with Disabilities
Developed by: Mary Pat Gilbert, Winnie Dunn and Kathy Parker of the University of Kansas Medical Center, OT Education Department
Gwen Berry, Noelle Kurth and Daryl Mellard of the University of Kansas CRL, Division of Adult Studies
University of Kansas Center for Research on Learning
Division of Adult Studies
517 JR Pearson Hall
1122 West Campus Rd.
Lawrence, KS 66045
Phone - (785) 864-4780
This document was supported in whole or in part by the US Department of Education, Office of Special Education Programs, (Cooperative Agreement No. H324M980109). However, the opinions expressed herin do not necessarily reflect the policy or position of the US Department of Education, Office of Special Education Programs, and no official endorsement by the Department should be inferred. Note: There are no copyright restrictions on this document, however please credit the source and support of federal funds when copying all or part of this material. This report is also available on the web for printing at: http://das.kucrl.org/iam.html
This document is available in alternate formats upon request. Contact the Division of Adult Studies for more information.
Selecting the Accommodation(s)
Matrices of Accommodation Strategies
These materials are designed for staff involved in assisting
students with needed accommodations. The materials describe the process of
interviewing the student and determining the areas of functional needs and
then matching those needs with accommodations.
One might think of the issues regarding accommodating students with disabilities
as reflecting two stories. One story is legalistic and is based in legislative
activity and supporting regulations and rulings. Students with disabilities
are entitled to accommodations under Federal legislation. Appropriate accommodations
assist the qualified student with accessing information and completing tasks
that otherwise would not be possible. The goal of the accommodations is to
level the field for the students with disabilities so that they have a fair
opportunity. Accommodations are not to help students gain an advantage over
other students. Instructors should feel assured that accommodating students
is to ensure that those students can effectively participate and have the
opportunity to succeed, not to guarantee success. Accommodations should not
lower the class, department, or degree standards. A different standard may
be necessary for a given student to access classes, but that accommodation
does not mean that the standards for performance or the essential requirements
of a class should be lessened.
The second story is more about the mission and emphasis of postsecondary settings.
If the institution’s mission statement says something about helping learners
reach their goals, then the implicit notion is that all qualified learners
are included. From that perspective staff will work to ensure that the setting
has inviting, welcoming, and inclusive approaches. We often judge a store,
restaurant, book, and so on by how inviting it is. If we find a store inviting
from the window display, we are inclined to enter. If we enter the store and
are greeted in such a manner as to feel welcomed, we feel more comfortable
and want to shop further. If the staff make additional efforts to help us,
to complement us, to interact in a positive way, we are inclined to feel more
valued as a customer or participant. Accommodations can be very powerful and
meaningful ways in helping persons with disabilities feel invited, welcomed,
and included in the school’s activities. From that framework we can shift
to the person-centered emphasis that seems more central to education than
the legalistic perspective that focuses on compliance.
This booklet includes a set of activities derived from one model for selecting effective accommodations, the Ecology of Human Performance (EHP) Model (Dunn, W., Brown, C. & McGuigan, A. (1994). The ecology of human performance: A framework for considering the effect of context. American Journal of Occupational Therapy, 48, 595-607.). One unique feature of this model is its emphasis on the relationships among persons, what persons want and need to do, and where the person needs to conduct activities. A second unique feature of this model is that it provides a systematic process for both selecting an accommodation as well a monitoring the effectiveness of the accommodation. Too often, the same accommodation is used with all students, with no consideration given to the context as well as individual skills, needs, and goals. These materials address this issue and provide students and service providers with a framework for selecting and monitoring accommodations.
This material reflects the latest in an evolving understanding that has its origins in a project funded by the USDE National Institute on Disability and Rehabilitation Research (NIDRR) (Award # H133A50008) “Accommodating Adults with Disabilities in Adult Education Programs.” In that project the staff included Winnie Dunn, Mary Pat Gilbert, and Kathy Parker from the University of Kansas Medical Center’s Department of Occupational Therapy. Their contributions regarding accommodations, especially applying the Ecology of Human Performance framework, was instrumental to that work and this project and document.
The Accommodations Interview is an individually administered
assessment procedure. The interview is useful for assessing a student’s
areas of difficulty and approaches to difficulties. Approaches include accommodations
or other interventions previously used regardless of the outcome. The interview
questions also elicit information about the student’s current approaches
to successful functioning in problem areas.
Upon completion of the interview, the student and disabilities specialist will have a basis for planning appropriate interventions or other accommodation strategies.
Learning to Use the Interview
Learning to use the interview can be accomplished by carefully
reviewing the instructions below and the interview itself. The following reminders
are provided to ensure that the interview yields valid information:
• The structure of the interview is provided as a guide to economize
the use of your and the student’s time. The order of questions can be
changed to accommodate the student’s needs.
• The wording of the items helps to focus the discussion on those aspects
that are relevant to accommodations for school, but the items can be reworded
to improve the student’s understanding.
• The information is confidential and thus, the interview should be conducted
in a setting that protects the rights of the student. Similarly, the results
should be protected from review by others.
• Read the entire directions for administration of the interview and
become familiar with its format so that the interview will flow smoothly.
• Maintain an engaged approach with the student, but be careful that
your comments are supportive and not judgmental. You want the student to feel
comfortable in your discussion.
• Recall that the interview can be repeated as necessary. Some of the
reasons that an interview might be repeated are that rapport was not as good
as hoped, new information about the student’s disability became available,
or the student’s goals changed.
• Follow-up questions can be important for eliciting information that
will confirm your understanding of the student’s intent. Examples of
follow-up questions include: Could you tell me more about that? What is an
example of how you worked out an accommodation? What else should I know to
help you with this? How do you think this difficulty will affect you in school?
Be careful about not leading the student to a particular answer or conclusion.
Managing Interview Materials
Interviewer Protocol
A copy of this protocol is needed for each student completing the interview.
The interviewer records student responses on the protocol. This protocol is
provided for download by clicking, here.
Student Protocol
This protocol is given to the student during the interview. No writing is
done on this version and the interview questions are formatted so the student
can follow along. This protocol is provided for download by clicking, here.
Management Tips
Rather than copying the entire Student Protocol for each student, sort the
interviewer pages by area (i.e., math, reading, etc.) and place them into
folders. Then, after completing the first page of the Interview with each
student, select from the folders only those pages that warrant further questioning.
Also, it helps save time and paper by inserting a copy of the Student Protocol
into a plastic sleeve so it will be protected and can be used over and over
again.
Conducting the Interview
Step One: Build rapport with the student
The interview items request personal information from the student. Since
most people are reluctant to discuss their limitations, good rapport is essential.
Step Two: Introduce the interview to the student
Interviews should be conducted in an area so the student has a reasonable
expectation of confidentiality. If other people are likely to hear the student’s
answers, he or she may feel uncomfortable which could compromise the quality
of the answers.
Explain that when planning to succeed in school, information
about strengths and limitations is very important. This interview is designed
to open discussion with the student regarding areas of limitations and how
he or she has accommodated for them in the past. Listening to how the student
has handled difficult situations in the past helps you to assess his or her
needs.
The following text may be paraphrased to suit the student:
I want to spend some time with you so we can think about areas that might
be troublesome for you in school. For some students with disabilities, we
can provide accommodations or other means of instruction that can help with
learning and testing.
I want to assure you that our discussion is confidential and I will only share the information with instructors who are working with you. The purpose of our discussion is to help find ways to accomplish tasks that you might find difficult.
Here is a copy of the information that we will discuss (Give the student
a copy of the Student Protocol). I will write the information on the copy
that will stay with your records in our program.
Are you ready? Let’s begin.
Read the questions on the Interviewer Protocol. Encourage the student to follow
along. Record responses in sufficient detail. As much as possible, use the
student’s exact words. Do not record everything that is said, only relevant
perceptions and facts are important.
Answer any questions the student may have.
Step Three: Complete page one of the interview with all students
If a student identifies more than three areas, discuss with the student
which areas should be the focus of initial efforts, as you cannot plan and
implement all accommodations at once. You may ask the student:
What should be the priority for our work?
Which of the following areas do we need to focus on to help you achieve your
goals?
Step Four: Ask additional questions for each area checked
on page one
After marking individual areas, go to the detailed questions for each area
and ask those questions. For detail questions, give the student the corresponding
interview page. You may say something like:
This page has some additional questions. Let’s see what kinds of challenges
you encounter in each area. This will help us when we need to think about
choosing an accommodation.
After answering individual problem area questions, check whether new information reveals that areas of focus for accommodations need to be changed.
REMEMBER: If you are unsure of a response, ask for clarification. One way to clarify is to paraphrase the answer and ask if you are correct.
Step Five: Identify previous approaches
or accommodations used
Before determining the best accommodation(s)
for the area(s) of difficulty identified, review accommodations that may have
been used previously. You may wish to show or read the student the list of
common accommodations for specific areas of functional need (click here
to download this list for printing). The list is intended to help a student
recall past accommodations and provide ideas for new ones.
Keep in mind that accommodations that
were useful in the past may not be the best for a student’s current goals
and context.
After completing the Accommodations Interview, you are ready to progress to
part two of this process, selecting the appropriate accommodation(s) for the
student.
SELECTING THE ACCOMMODATION(S)
The selection of an accommodation can be completed immediately following the Accommodations Interview. When completing the following steps in selecting an accommodation, use the Accommodations Selection Record provided for download by clicking here.
What is an accommodation?
An accommodation is any change to a classroom environment or task that permits
a qualified student with a disability to participate in the classroom process,
to perform the essential tasks of the class, or to enjoy benefits and privileges
of classroom participation equal to those enjoyed by students without disabilities.
An accommodation is a legally mandated change that creates an equitable opportunity
for task completion or environmental access.
STEP ONE: Review and prioritize the student’s goals
The Accommodations Interview will indicate areas of concern for
the student (e.g., I don’t do math well; I have trouble getting to appointments
on time; Much of the print I am supposed to read I have trouble seeing; I
have trouble moving around in my wheelchair in the classrooms).
In your discussion with the student, emphasize how these statements
can be recast as goals (e.g., I want to be successful in calculating numbers;
I want to get to my appointments or classes on time; I want to be able to
read better). This shift in perspective can have positive consequences for
the student and instructor.
Review the student’s goal statements and assist in setting
priorities. These questions might be helpful:
1. What’s most important for you to do?
2. What goal makes the most sense for you to work on first?
3. What goals are most realistic for you?
4. What goals are easiest for you to work on?
The resulting list of prioritized goals (recorded on the Accommodation Selection Record) is important for subsequent steps. If goals are selected wisely, other steps will be easier to complete and the student will have a clear point of reference for later decisions. This information also serves as a check of the information obtained in the Accommodations Interview.
STEP TWO: Identify strengths and resources available to the
student
Discuss the student’s perceptions of strengths or assets that are available.
Some assets are personal characteristics, others are available elsewhere in
the environment. Personal strengths might include the ability to read Braille,
prior experience in using a computer, an attitude of patience and persistence,
or strong oral communication skills. Environmental supports might include
persons or services, such as a personal attendant to reach books or turn pages.
Because some accommodations are more extensive in nature, having support outside
the school environment will help ensure the successful implementation and
utilization of the accommodation(s).
Review other available information about the student (e.g., doctor records, school reports, etc.) and identify strengths that can help the student reach his or her goals. Record this information on each student’s Accommodation Selection Record.
STEP THREE: Identify possible accommodations using the matrices
Next, generate a list of accommodation options that might help the student
reach his or her goals. The Matrices of Accommodation Strategies, at
the end of this section, are a useful index of accommodations. The accommodations
have been organized according to students’ needs. To use the matrices,
locate the pages that most closely match a learner’s needs and goals
as expressed in the Accommodations Interview (the bottom of each interview
page will lead you to the matrices for that area).
• Each page of the matrices lists a number of accommodations,
categorized under five possible strategies. Establish/Restore; Modify; Alter;
Prevent; or Create. The first four strategies are appropriate for individual
accommodations. The final strategy, Create, is most appropriate when considering
the needs of all students. You can read more about the each of these strategies
and their theoretical underpinnings on the section preceding the matrices.
• Review these accommodations with the student.
• Discuss whether the list reminds either of you of other
accommodations that might be appropriate. If so, add them to your list of
considerations.
• Check the accommodations against the school’s standards
for reasonableness, financial burden, and compatibility with the essential
requirements of the program.
• The accommodation should not compromise the fundamental requirements of the program or pose an undue program burden.
STEP FOUR: Identify important characteristics for choosing
accommodation(s)
First, a number of different accommodations are available to help students
reach their goals. In other words, different accommodations can be considered
for the same need or goal. Second, the choice of accommodations depends on
the relative weight a student assigns to selection criteria. Learners with
similar goals, strengths, and weaknesses may select different accommodations
because of the manner in which they weigh the criteria for selecting an accommodation.
One of our concerns is that accommodations tend to be selected
for the immediate value they offer. “Immediate application” is important
in selection but is only one dimension to consider when selecting accommodations.
Many other dimensions should also be considered and may be more important.
In this step, the list of selection characteristics on the Accommodation
Characteristics Worksheet (download the worksheet by clicking here)
will be used to determine which attributes are most important to the student.
To use the worksheet, first identify several of the accommodation characteristics
that are most important to the student and mark them. Next, record the possible
accommodations previously identified in Step 3 at the top of the four “accommodations”
columns. Then, read each characteristic and rate it on a scale of one to four
with 4 being the most desirable/suitable and 1 being the lease desirable/suitable.
After you have completed the ratings, review the worksheet and each accommodation
to decide which received the best rating. Finally, the characteristics found
to be most important can be recorded on the Accommodation Selection Record.
You might begin this step’s discussion by saying something
like the following:
A number of accommodations may be helpful to you. To help us decide, let’s
talk about some of the characteristics we should keep in mind when choosing
an accommodation. (Discuss the characteristics of the three or four possible
accommodations previously identified using the matrices.)
Let’s use this Characteristics Worksheet to figure which of the characteristics are most important to you and then write them on the record form. Note that the list of selection criteria on the worksheet is not necessarily exhaustive. In your discussion with the student, you may hear other important criteria (blanks are left on the worksheet to include other characteristics the student may name). No one list will be appropriate for all students. As an outcome of this step, no more than seven (7) characteristics should be identified. An important lesson in this exercise is that the student expresses values that are very important when making decisions. As a disabilities specialist, your assistance helps the student understand the different attributes. Remember, the selection characteristics determined most important are recorded on the Accommodations Selection Record.
STEP 5: Select and verify the accommodation(s)
Help the student choose an accommodation from the three or four possibilities.
Evaluate accommodations in light of the selection characteristics or attributes
the student believes are most important. For example, the “Gain in independence”
that a special writing instrument might provide over the use of a computer
for word processing might be evaluated against the “Suitable for different
tasks” and the “Social benefits to the learner.” The Accommodation
Selection Record helps students see that each accommodation has particular
benefits.
With the student, compare the potential benefits and drawbacks
associated with each accommodation. Ask questions to encourage thought about
the best choice. For example, if the student is concerned most about portability
and acceptability by other students, determine which accommodations can best
meet those needs.
Have the student envision using the accommodation(s). This can
help draw out the features that will be most beneficial to the student and
also those that may concern the student.
Think about the accommodation(s). Does it make sense in light
of the important selection criteria? Will it be practical in the college setting?
Is the student comfortable with the selection?
Record the selected accommodation(s) on the Accommodation
Selection Record.
This process of reviewing the selection characteristics is important for each
accommodation used. One can expect selection characteristics to vary with
the accommodation(s).
MATRICES OF ACCOMMODATION STRATEGIES
The accommodations presented in the Matrices of Accommodation
Strategies are organized using the Ecology of Human Performance (EHP)
Model. The EHP Model was chosen because the framework considers relationships
among persons, what persons want and need to do, and where they need to conduct
their activities. According to the EHP, understanding the person also requires
understanding the person’s context (persons influence their context and
context influences persons).
The range of a person’s performance is determined by considering
the person’s skills, abilities and experiences and the context within
which the person must conduct daily life. A person’s performance range
can be enhanced or limited by skills and context.
The EHP offers a comprehensive framework for designing strategies
(accommodations) to support a student’s performance. This framework encourages
students and disabilities specialists to consider not only the skills the
student might be able to develop, but also the skills the student already
has and ways to change tasks and contexts to facilitate successful performance.
The EHP does not assume the student must be “fixed.” Rather, the
focus is on the transaction between the student’s skills and the resources
of the context; any aspect that can be addressed to enable more satisfying
performance is a viable strategy.
Five accommodation strategy categories are offered for addressing
students’ needs:
• Establish/Restore
• Modify/Adapt
• Alter
• Prevent
• Create
1) The ESTABLISH/RESTORE strategies address students’ abilities. Here, strategies are designed to take advantage of strengths while working on performance skills that are weak and keep the person from achieving desired outcomes. For example, techniques designed to help a student improve his or her reading level or learn a new way to solve math problems are in this category.
2) The MODIFY/ADAPT strategies address features of the context and the task so they support the person’s performance. These strategies build on the person’s strengths and needs so weak areas do not interfere with performance. For example, if the student has poor memory, the disabilities specialist might suggest using post-it notes in books. This strategy does not fix the memory problem, but reduces its influence on performance.
3) The ALTER strategies address the possible need to find an
optimal context for the student. This means the disabilities specialist and
student acknowledge the students’ skills and needs as well as the natural
features of various contexts and search to find the best possible match between
the two. For example, a student who is distractible finds she can complete
independent work more efficiently in an empty room next to the classroom.
4) The PREVENT strategies address the ability to anticipate
a problem in the future. When using this strategy, remember that the problem
does not currently exist but is likely to occur in the future if no changes
are made in the current pattern of living. We do not have to wait for a person
to face failure before offering a strategy for improving a situation. For
example, a student with a vision problem who is working on increasing his
reading level may need to take a classroom magnifier home with him so he can
read his own mail.
5) The CREATE strategy is different from the other strategies
in that this strategy is used to enhance performance. The Create strategy
does not assume that a disability is present or that a disability has the
potential to interfere with performance. The instructor participates by providing
experiences to enrich the context and the tasks for all students’ benefits.
This strategy fits with concepts frequently associated with universal design.
In this case, the instructor is in the role of the architect and designs the
instruction and curriculum for the benefit of all. An example might be that
an instructor provides note pages on a web site that are accessible for all
students in the class.
In the EHP framework, the person’s specific diagnosis or disability category
is not relevant to planning strategies with the person—the focus is on
what the person wants and needs to do; in college, the disabilities specialist
and student work together to identify learning strengths and barriers separate
from known or unknown disability categories.
The EHP framework can help disabilities specialists make systematic
decisions about identifying needs and designing strategies that match those
needs. The EHP offers disabilities specialists a broadly focused but systematic
method for planning accommodations to support a person’s performance.
This framework also provides a mechanism for making decisions about students’
goals and skills for the tasks they wish to perform, and for considering contextual
supports and barriers to successful performance. The EHP enables disabilities
specialists to organize their knowledge and expertise to make decisions about
which accommodation strategies would work best for the student (i.e., establish/restore,
modify/adapt, alter, prevent, or create).
These accommodations are not meant to be all-inclusive; the model provides a framework within which a student and disabilities specialist can work together to design the best accommodation strategies to support individual performance.
The matrices are provided below in an accessible format, to doweled PDF versions of all the matrices click here.
Accessing Information with Low Vision
Accessing Information with No Functional Vision
Paying Attention to Oral Directions/Spoken Words
Accessing Information with Impaired Hearing
Accessing Information with No Hearing
Accessing Facilities with Low or No Vision
Physically Accessing Facilities
Reading, when vision appears to be intact Establish/Restore Reduce the Impairment Teach decoding skills. Teach comprehension skills. Teach vocabulary skills. Teach speed skills. Modify Task Change the task or task expectations Allow extra time to complete necessary reading. Provide shorter assignments. Have learner use larger typeface when word processing. Provide materials with less text on each page, for example: double space outlines and provide only key words or phrases. Allow learner to experiment with different colors of worksheets and other copied materials. Encourage learner to use typoscope, index card, blank paper, or ruler when reading to limit the print environment. Provide reader. Allow another student to read material to learner before he or she reads it. Use assistive technology Tape materials/allow reading along while listening to tape or using taped instead of written materials. Provide a talking calculator. Provide speech synthesis for "reading" on the computer. Provide information on disk so that the student can access it on his or her personal computer. Modify Context Change the environment Allow learner to seek out different types and intensities of reading light. Create Design to benefit all learners Limit in-class reading. Build in extra time to complete tests. Produce all handouts with dark clear print, sufficient white space, and distinct sections. return to list of all EHP's Accessing Information with Low Vision Establish/Restore Reduce the impairment Refer for low vision treatment (including visual efficiency training). Build compensatory skills Teach individual to use an appropriate magnification device. Teach use of an adapted computer program (such as ZoomText). Modify Task Change the task or task expectations Provide class materials in large, bold type print. Provide large print textbooks. Require copying from near point rather than from board. Provide yellow filters. Provide typoscope or other means to control text environment. Use assistive technology Provide yellow acetate overlays (to enhance contrast of print). Provide learner with a tape player and materials on cassette. Provide computers with screen enlargers or software for changing font size and color. Provide CCTV. Modify Context Change the environment Allow learner to sit close to materials or individuals that must be viewed. Color code keys on keyboard or calculator. Provide an adjustable reading lamp. Alter Move to another environment Learner is allowed to read print materials in a room with better natural or artificial lighting. Learner is allowed to read at home where needed equipment is available. Prevent Prevent the problem from occurring Allow learner to take magnifier home each evening to complete homework. Allow learner to wear a cap with a brim if bothered by glare. Allow frequent breaks. Allow learner to wear yellow filter sunglasses to enhance contrast of print and/or other materials in the room. Create Design to benefit all learners Provide all handouts in large print with sufficient white space and without unnecessary graphics. Return to list of all EHP's Accessing Information with No Functional Vision Establish/Restore Build compensatory skills Refer for instruction in Braille. Teach use of print scanner and voice synthesis. Teach use of adapted computer with voice output. Modify Task Change the task or task expectations including alternative technology Provide learner with tape player and reading materials on cassette. Provide learner with tape player for recording answers and other responses. Provide Braille user with appropriate reading materials in Braille. Provide Braille. user with slate and stylus or brailler for writing. Use another person Allow learner to read/study at home where equipment/technology is available that is not available in the classroom. Alter Change the environment Allow learner to read/study at home where equipment/technology is available that is not available in the classroom. Create Design to benefit all learners Be sure that all visual information is available in another format, e.g. statements on overheads are read aloud or pictures are described. Provide verbal description when demonstrating. Allow hands-on manipulation of objects being shown or demonstrated. Return to list of all EHP's Handwriting Establish/Restore Reduce the impairment Make referral for treatment to increase coordination or build strength. Build compensatory skills Teach alternate methods of grasping the writing utensil: for example, a two-handed technique with the opposite hand stabilizing the writing hand. Modify Task Use assistive technologies Use adaptive writing devices such as different pencil grips, rulers, guides, paper with raised lines, or a universal cuff. Provide a paper stabilizing device. Allow learner to use computer (possibly a lap top) in or outside of class, modified in one of the following ways: Add keyboard to prevent learner from hitting more than one key. Use voice input program. Use abbreviation expansion software (allowing learner to create own abbreviations). Use word prediction software. Change the task or task expectations Allow learner to experiment with other types of writing implements (felt tip pen, pen, pencil, oversized pencil). Allow learner to try a different writing surface (put sand paper under paper, different types of paper, multiple layers of paper). Allow use of graph paper or wide-lined paper, or unlined paper. Allow more time; avoid setting limits. Use another person Have learner work in groups where different learners have different strengths and this learner would not have to write. Have someone (a scribe) write for the person, including recording test answers. Prevent Prevent decreased legibility over time Instruct student to take a break every 10 minutes to rest his or her hands to prevent cramping and fatigue. Set a timer as a reminder to rest every 10 minutes. Require less writing (e.g. outlines, brief notes, short phrases). Schedule work for multiple sessions. Create Design to benefit all learners Give all students options to written reports, e.g. oral reports, audiotapes, videos, collages. Give all students extra time for completion of essay tests. Provide outlines for all with keywords or phrases. Allow learners to use different kinds of paper and writing instruments. Return to list of all EHP's Expressing Self in Writing Establish/Restore Build compensatory skills Teach mnemonics. Teach the use of notecards to organize ideas. Teach the use of graphic organizers. Modify/Adapt Task Use assistive technologies Allow use of computer for tests and papers (e.g. word processing, outlines, project management) Encourage use of spell check, dictionary and thesaurus to verify or correct spelling and access word definitions and synonyms. Use of grammar check and proofreading software (They can scan documents and alert the user to probable errors in grammar, usage, structure, spelling, style, etc.) Use of brainstorming and outlining software enable users to approach writing tasks by "dumping" information in an unstructured manner and then organizing. Use voice output software. Use voice recognition software. Use another person Give students the option of working in small groups to complete assignments, papers and to study. Use of a scribe. Allow use of notetaker for class lectures. Allow peer review of written work. Prevent Prevent the problem from occurring Allow student to take breaks to prevent fatigue. Require less writing (e.g. outlines, brief notes, short phrases). Schedule work for multiple sessions. When giving essay tests ensure that the environment is quiet and free of distraction. Use oral responses. Create Design to benefit all learners Give options to written reports, e.g. oral reports, audiotapes, videos, collages. Give extra time for completion of essay tests. Provide outlines with keywords or phrases. Return to list of all EHP's Solving Math Problems Establish/Restore Build compensatory skills Teach learner to break problem down into smaller steps. Teach alternative computational methods. Modify/Adapt Task Change the task or task expectations Use and provide manipulatives. Use different colors of pencil or print. Break instructions down into small steps. Provide a calculator. Consider using a talking calculator, one with large buttons or one with tape output to increase accuracy. Provide graph paper to improve organization of problem solving on paper. Allow extra time. Provide computer software. Use another person Have someone check the learner's calculations. Use a scribe. Alter Change the environment Provide alternative course format, e.g. computer based course rather than classroom or vice-versa. Create Design to benefit all learners Make manipulatives different pencils, paper, etc. available to all learners. Allow calculators. Allow extra time for all. Return to list of all EHP's Paying Attention to Oral Directions/Spoken Words Establish/Restore Reduce the impairment Refer for screening of hearing problems (if this has not been ruled out). Teach learner to repeat orally the information given.
Modify/Adapt Task Change task or task expectations Break oral directions down into small steps. Provide written directions to be used in conjunction with or instead of oral directions. Provide visual cues on board or overhead. Provide a study partner to cue learner, take notes, or provide repetition if necessary. Establish eye contact before speaking. Stand directly in front of learner (as feasible) when speaking. Encourage learner to take own notes if this is not too distracting for him or her. Touch listener on shoulder or call his or her name before providing information. Demonstrate as oral directions are being given. Speak clearly and avoid jargon. Teach use of micro-cassette recorder and player. Modify Context Change the context in which learner performs task Have learner sit in front of classroom and away from any distracting noises. Alter Change the environment Use e-mail to communicate with the learner. Create Design to benefit all learners Routinely put all assignments in writing on board or have in handout form Routinely provide handouts/outlines to assist in following lectures. Return to list of all EHP's Attention to Task Modify/Adapt Task Change the task or task expectations Allow extra time to complete assignments. Specify time frame for task completion. Use a typoscope when reading. Modify Context Change the classroom arrangement and/or atmosphere Provide appropriate storage space for materials not in use (to lessen distractions in the room). Have learner identify least distracting place in classroom and reserve that space for him or her. Alter Change the context in which the learner performs the task Have learner sit in study carrel. Prevent Prevent the problem from occurring Have learner take a break every half hour and encourage him or her to leave the classroom. Encourage learner to get some physical exercise during breaks. Have learner work with a partner who will cue him or her to stay on task. Eliminate pacing when lecturing. Create Design to benefit all learners Remove unnecessary graphics, noises, etc. from overheads. Remove unnecessary clutter and other visual distractions from the room. Remove unnecessary auditory distractions if possible, or mask with "white noise." Build in breaks for all students. Use a variety of modalities when teaching. Return to list of all EHP's Getting Started Establish/Restore Build compensatory skills Teach student to break task down into small tasks. Teach organization strategy. Modify/Adapt Task Change the task or task expectations including alternative technology Allow learner to choose what to start on first, second, third, etc. Set a timer to encourage learner to make a choice. Help learner set a time goal. Help learner develop a checklist for each step of the task. Use a personal assistant Allow a peer coach to cue learner to set time, set goal, get started, etc. Create Design to benefit all learners Be consistent with expectations about start time of class and about behaviors related to starting (e.g. everyone is seated, pens are out, other items are put away, etc.). Require sections of task completed on staggered timeline. Return to list of all EHP's Staying on Track Modify Task Change task or task expectations Encourage use of a typoscope if learner is distractible when reading. Provide highlighters in various colors. Modify Context Change the environment Give a specified time frame for task completion. Allow learner to use earphones (if listening to music decreases distractibility to activity in classroom). Allow learner to use earplugs. Provide checklists for assignments. Use white noise to reduce auditory distractions. Use another person Have another student or other assistant transfer test answers to bubble sheet. Alter Change the environment to support learner's performance Provide a study carrel. Work in a one-to-one setting. Create Design to benefit all learners Provide students time to change from one classroom activity to another. Use visual/graphic devices to organize content and reorient learner to task. Avoid pacing while lecturing. Return to list of all EHP's Staying Organized Establish/Restore Teach compensatory skills Teach mnemonic. Teach color coding skills. Teach use of time management materials, such as a personal organizer. Modify Context Use another person Have assistant transfer test answers to bubble sheet. Have a person do a visual check of work. Prevent Use strategies to prevent disorganization Have learner use notebooks and folders. Have learner color code papers and folders (e.g. use green paper and folders for English) to keep subjects straight. Have learner write down assignments and check them off as they are completed. Have learner use an organizer and develop a workable system for writing down long and short term assignments. Have student use a backpack or briefcase to keep things in order. Provide adequate storage space for materials that are not in use. Specify storage or filing areas. Create Design to benefit all learners Color-code all handouts by some logical process-by unit, topic, type, etc. return to list of all EHP's Dealing with Changes Modify Context Use a personal assistant Allow learner to bring appropriate support person to class when difficult changes are being anticipated. Prevent Prevent the problem from occurring Help the learner to know what to expect. Provide written and/or verbal breakdown of the class times. Give the person a head start on changes. Discuss changes in routine in advance. Provide frequent review of the task sequence and any anticipated revisions. If appropriate to the class, introduce and acquaint learner with other learners, all instructors, and new work areas; allow adequate time to acclimate. Ask for learner to participate in orientating others to changes or to assist in making changes (i.e. helping rearrange furniture in classroom) and having some control over changes (such as choosing one's own spot in the room. Provide predictable break during class (if appropriate), allowing definite ending of one task before break and definite initiation of another task after break. Allow adequate time for "setup" between tasks. Create Design to benefit all learners Provide as much information as possible in advance regarding the day's schedule, anticipated changes, etc. List daily activities on the board or a handout and adhere to that plan. Return to list of all EHP's Remembering Establish/Restore Build compensatory skills Refer for training (or provide training) in use of compensatory skills (e.g. making cue cards, taking notes, making checklists, summarizing) Modify/Adapt Task Change the task or task expectations including alternative technology Have the learner repeat directions verbally after listening or reading. Provide an audiotape of directions (or have learner make tape). Provide verbal clues with written instructions. Provide demonstration of tasks to be completed, providing only small chunks at a time. Have learner make cue cards to place on desk. Have learner write all assignments in assignment book. Have learner stop and summarize what has been read immediately after reading. Have learner write a step-by-step checklist of tasks to be completed and break them into component parts. Allow additional time on tests. Alter Change the environment Use e-mail in communicating with learner. Make available different test formats. Prevent Prevent the problem from occurring Have instructions with assignments listed on a blackboard. Alert students in advance that you may be calling on them. Ask a question, then give students time to prepare an answer before soliciting an answer.
Create Design to benefit all learners Routinely list assignments and other important information on the board or in a handout and allow time for all learners to copy or tape information. Use as many modalities as possible while teaching (e.g. visual, auditory, tactile). return to list of all EHP's Dealing with Frustration Establish/Restore Reduce the impairment Make referral for stress management. Make referral for relaxation techniques. Modify Context Change the classroom arrangement and/or atmosphere Have a rocking chair in the classroom for a calming effect on learner. Have learner sit by the door so that he or she may leave if difficulty controlling behavior is an issue. Use soft, relaxing music if learner does not find it distracting. Alter Change the context in which the learner performs the task Employ study carrel to decrease outside distractions. Prevent Prevent the problem from occurring Set up regular break times, with possibility of engaging in light exercise (e.g. walking during breaks). Allow learner to set up own schedule. Set up a signal system with the learner to signal the instructor when her or he is beginning to get frustrated. Encourage student to use positive self-talk before, during, and after tests and other frustrating situations. Create Design to benefit all learners Set up regular break times for all students (especially if class is longer or more intense than most). return to list of all EHP's Accessing Information with Impaired Hearing Modify Task
Change the task or task expectations including alternate technology Provide written rather than oral instructions. Use a microphone/amplifier (instructor wears a microphone and the learner wears an amplifier). Provide visual clues (such as flashing lights) in place of auditory cues (such as timers or bells for timed tasks). Modify Context Arrange room to support learner Stand directly in front of the learner when speaking. Repeat any question or comment made by another student (if relevant to the discussion). Alter Change the context in which the learner performs the task Allow students to ask questions or made comments via e-mail. Allow student to enroll in a course that provides alternative format, e.g. correspondence or Internet. Prevent Prevent problems from occurring Eliminate possible sources of background noise. Strategies may include closing windows and doors, using a carpeted room or providing mats under desks, chairs and feet. Create Design to benefit all learners Tie visual teaching strategies to oral ones. Be certain that all students heard questions/comments relevant to the discussions. Return to list of all EHP's Accessing Information with No Hearing Establish/Restore Build compensatory skills Refer for sign language and/or lip reading instruction. Modify Task Change the task or task expectations including alternative technology Provide written rather than oral instructions. Provide visual clues (such as flashing lights) in addition to auditory clues (such as timers or bells for timed tasks). Modify Context Use a personal assistant Provide an interpreter, who is position in such a way that the learner can observe the instructor and the interpreter simultaneously. Provide Computer Aided Real Time captioning (CART). Arrange room to support learner Stand directly in front the learner who is lip reading. If group discussion are held, place learner in a semicircle so that the learner who is deaf can see the instructor, can observe others while they speak, and will not have others behind who cannot be observed by the learner. Alter Change context in which learner performs task Allow learner to enroll in course whose format provides best match to learner's needs (i.e.. Web-based). return to list of all EHP's Expressing Self Verbally Establish/Restore Reduce the impairment Refer to speech/language pathologist. Build compensatory skills Refer for augmentative communication. Modify Context Change the task or task expectations including alternative technology Accept alternative forms of information in the classroom (such as demonstration or written report). Give extra response time. Provide computer synthesized speech. Provide a communication board. Provide an interpreter. Allow learner to use a study partner. Alter Change the context in which the learner performs the task Allow student to communicate with the instructor and other students via e-mail. Allow students to choose course in another format (i.e. web-based). Allow students to present in small groups rather than to one large group. Create Design to benefit all learners Allow all students to choose methods of information sharing (when appropriate). Encourage use of written outline for talking points. Return to list of all EHP's Accessing Facilities with Low or no Vision Establish/Restore Build compensatory skills Teach learner without vision the layout of the classroom and any other areas of facility that will need to be accessed. Modify Context Change the environment Enhance visibility of objects that may be difficult to locate (such as computer mouse, door knob, or tape recorder buttons) by adding brightly colored tape. Enhance ease of locating objects tactually by adding raised dots, lines another symbols. If appropriate, allow learner to make modification in the classroom to facilitate access. Prevent Change the environment Keep room arrangement constant (for access by learners with impaired vision) unless a change is necessary for improved access. Store cords and other objects that may hinder safe mobility away from traveled areas. Enhance contrast of desk edges and other protruding objects with colored tape. Create Design to benefit all learners Be certain that classroom accessibility meets ADA accessibility guidelines. Maintain barrier-free environment. Keep hallways clear. Return to list of all EHP's Physically Accessing Facilities Modify Context Change the environment Change width of doorway so that entrance via wheelchair is possible. Change width of aisles within classroom Raise height of any desk or work table to be used by learner using wheelchair. Prevent Prevent problem from occurring Store cords and other objects that may hinder safe mobility away from traveled areas. Change floor surface - it should be even and slip-resistant with carpeting no more than 1/2 inch thick. Create Design to benefit all learners Be certain that physical classroom accessibility meet ADA accessibility guidelines. Remove doors where possible. Return to list of all EHP's Sitting Tolerance Establish/Restore Reduce the impairment Make referral for treatment to increase sitting tolerance. Build compensatory skills Teach learner to monitor the need to stand up or lie down whenever necessary. Modify Task Change the task or task expectations Allow extra time to complete assignments. Use assistive technologies Use lumbar support in chair. Use footstool. Alter Allow learner to work at home If it is not possible for learner to maintain a comfortable position in the classroom, allow him or her to work at home checking in by telephone, e-mail or weekly or biweekly visits with the instructor. Prevent Prevent fatigue and pain Encourage learner to change positions every 10-15 minutes to prevent pain and fatigue. Create Design to benefit all learners Build in break time for all learners. Return to list of all EHP's Manipulating Objects Establish/Restore Build compensatory skills Make referral for treatment to increase coordination or build strength. Modify/Adapt Task Change the task or task expectations Place object to be manipulated in a vise or other stabilization device. If using a computer, add keyguard to keyboard. Use voice recognition software. Use another person Have student observe a fellow student manipulating object. Have another student hold or stabilize object while the learner explores the object as much as possible. Have student direct another individual verbally to move, turn, open, etc. object while the student observes or manipulates as much as possible. Change task expectations Provide diagrams, pictures, and/or written descriptions of items to be manipulated or processes to be completed. Allow more time. Alter Change the context Provide an alternative learning format (i.e. reading about process, object construction, etc. in library). Create Design to benefit all students Have diagrams, written descriptions, lists of resources, and other materials available that explain, depict, describe or otherwise provide alternative means for learning about objects. Return to list of all EHP's