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prepare a standard list of accommodations for a specific diagnosis and there is no such list. The purpose of the 504 plan is to look at the specific needs of the child being considered. Since every child is different, every 504 plan should be. Make sure you communicate with the team to see how the plan is working and re-evaluate the accommodations and plan annually (if not before).

      Did you know that section 504 applies to colleges and adults in the workplace? It’s true! Anyone working for or attending a school which accepts federal funding must make accommodations for anyone who qualifies for the civil-rights law, the Rehabilitation Act of 1973 (section 504). Many people do not know their rights according to the law. It is for this reason that you should continue to meet with the guidance/counseling team in college and provide them with a copy of the most current 504 plan. Make sure to keep it updated in college because your employer needs to make these same accommodations for you too! This is very exciting and many people do not realize the benefits of this law throughout their lifetime! There are many ways to have the best and most successful life possible. Know your rights and never stop asking questions or advocating for yourself.

      What Is the Difference between an Accommodation

      and a Modification?

      An accommodation is a change in the way a teacher delivers the target skill information (the concepts which are being taught) to the student; the response given by the student; the way in which the student responds and answers to demonstrate they understand; the time given for tests and assignments; the setting in which the student takes tests. We do not change the goals for the student’s education. For example, Jennifer has difficulty with distractions in the classroom when she is taking a test. Her IEP allows for the accommodations of taking the test in a quiet setting (guidance office) with additional time. Another student with sensory processing disorder has difficulty sitting still during science class. Her IEP allows for the accommodation of going to the sensory room or completing physical activities for 20 minutes prior to science. It also permits the use of a Tangle® fidget toy during class time. If Richard has low-vision, we can increase the print on worksheets, use a magnifier, or read material to him. There are many different accommodations for students and of course, they must be individualized by student, agreed on by the team, and listed in the IEP or 504 plan.

      A modification is an actual change in the target skill (concept or material being taught). If we are modifying the instruction material, we are changing what we teach to the student. This is often the case when our students cannot work on grade level. Tyler is in seventh grade in most subjects, but in language arts, he functions at a fourth grade level. His IEP provides a modification that he will work from fourth grade textbooks and with special education instruction at his functional level. Modifications decrease the expectations we have for a student. They change the actual academic goals we expect. When modifications are made, we reduce the expectations about a student’s performance. Self-contained classrooms often have modified curriculums.

      Can You Provide Me with a List of Some

      Common Accommodations?

      The IEP or 504 plan accommodations must be specific to your child’s needs and agreed upon by the team members attending the meeting. In each chapter, I have listed accommodations for specific needs or disabilities. There are generally five categories we can use to group accommodations: Scheduling, setting, instruction, student response, and timing. Here are several examples of accommodations:

      • Break down projects into more manageable steps.

      • Allow students to have extra time for testing or to turn in homework.

      • Preferred seating near the teacher or board.

      • Allow tests to be taken in a different area such as a quiet office.

      • Permit students to use a standing table for classwork.

      • Use multi-sensory techniques for teaching new concepts.

      • Add a tutor.

      • Add seating, e.g., small air discs, ball chairs, or T Stools.

      • Permit manipulatives to teach math concepts.

      • Use of a keyboard/computer vs. handwriting

      • Write on special paper with adaptations of lines, color, and spacing.

      • Use visual organizers, charts, schedules.

      • Provide sensory adaptations for fidgeting with hands and body.

      • Change the writing utensil.

      • Provide an additional set of books for home.

      • Add a communication book about homework for the team, including parents.

      • Use teacher’s lecture notes to study.

      • Limit the number of problems that the student answers for homework. For example: complete only odd or even problems.

      • Do not grade for neatness on homework and tests.

      • Allow earplugs or noise-cancelling headphones.

      • Add a reward system.

      • Enlarge materials for low-vision.

      • Use word processors.

      • Additional warning of transitions, fire or disaster drills.

      • Provide a sensory space or sensory diet.

      • Allow for use of standing tables, beanbag chairs, or other seating.

      • Change the color of the paper used for worksheets.

      • Offer stress management training for students.

      • Provide help with goal setting and time management.

      Keep reading for your student’s specific area of weakness. You’ll find many helpful accommodations.

      What Are Some Types of Classroom Placements for My Student?

      The ultimate goal of the educational plan is to ensure that a student is placed into the least restrictive environment for learning. The No Child Left Behind law specifies that a child must be in the most inclusive setting. This simply means that we do not want to isolate students simply because they have a learning disability or special need. Each student has the right to be educated in a safe, non-threatening, enriching classroom.

      The first type of classroom is called mainstream. Students who are mainstreamed are placed within the regular education classroom with peers at the same age/grade. There may or may not be a special education teacher present, but according to the IEP, goals are in place and data is taken. Accommodations will be in place to ensure the student has the tools for success within the classroom.

      A resource room is used when the student is generally in the mainstream classroom and needs additional help with a certain subject(s). The special education teacher is trained to provide helpful strategies for students with specific special needs or learning disabilities. Resource rooms have small groups of students and provide the additional help that a student needs for success. For some of the day or for some difficult subjects, the student moves to the resource room. The student’s IEP will dictate which subjects and what length of time your student will have this additional help.

      Self-contained classrooms are structured rooms where a student goes for the entire school day. The classroom has a special education teacher and the student may work on a unique curriculum or out of different books than he would if in the general education classroom. There are many benefits to a self-contained classroom such as: students receive individualized help, the curriculum they are working on is adapted specifically for the student, and students may be in the safest environment for them.

      There is also an option of placing students in a school specialized for their individual needs. Some schools specialize in autism, in ADHD/ADD, or dyslexia (learning disabilities). There are even schools which specialize in gifted education! If there is a school available for your student, make sure to research

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