504 ACCOMMODATION PLAN AGE FULL

Provide books and other written materials in alternate formats such as Braille, large print, audio formats, text-to-speech support, and digital text.Provide the student with a list of discussion questions before reading the material.Provide two sets of classroom curriculum materials: one for home and one for school.Use a marker to highlight important information in textbook sections.Ask peer readers to read questions or passages aloud.Allow the use of a tape recorder or assistive technology device to record directions.Stand near the student when giving directions and cue the student that it’s time to pay attention.

Show a model of the end product (such as a completed math problem or finished quiz).Have the student repeat the directions to check for comprehension.Give directions in small steps using as few words as possible.Allow for small group and/or individual administration.Provide preferential seating for visual, auditory, or behavioral needs.Allow the student to leave the classroom 2 or 3 minutes early to avoid crowded hallways.Provide assistance when moving between classrooms or around the building.Provide FM or a sound-field amplification system for listening.Provide accessible classroom locations and accessible furniture (such as desks, tables, wobble chairs, etc.).Use a pass system for students needing frequent movement breaks.Post a visual schedule on the student’s desk.Provide additional personal space between desks.Keep extra materials (pencils, paper, erasers, rulers) on hand.Provide a clear view of the board, teacher, and screen.Seat the student away from windows, doorways, and radiators.Use a study carrel (in a classroom environment, provide extra carrels so the student will not feel singled out).Seat the student close to the teacher or a positive role model.Reduce visual distractions in the classroom/learning environment.Keep the classroom or learning area quiet during intense learning times.Keep the workspace clean and clear of unrelated materials.Each child has unique needs that should be addressed within their own highly individual and specific IEP.įor a printable version of the following list that you can bring with you to your meeting, see this list of IEP and 504 accommodations PDF.įor a one-page sheet you can use to share your child's accommodations with teachers, see this printable template. Please note that these lists are not exhaustive, but are starting points to use when discussing accommodations with your IEP team. Our research team compiled the following list of accommodations from reputable sources including our own content specialists, PACER, Families and Advocates Partnership for Education, and ADA.gov. (Learn more about the difference between accommodations and modifications and how we can advocate for what our kids need to thrive in the classroom.) It’s important to make sure the accommodations your child needs are written into their IEP or Section 504 plan to ensure they receive equal access to learning.

504 ACCOMMODATION PLAN AGE FULL

Unlike modifications, which change what students are expected to learn based on their abilities - for example, modifying the reading level of an assignment, or offering a pass/no pass grading option - accommodations are designed to eliminate barriers to full participation in school. Accommodations allow students to complete the same tasks as their peers but with some variation in time, format, setting, or presentation (examples include giving a student extended time to complete assignments or providing them with assistive technology).

504 accommodation plan age