IEP/504 CHECKLIST: ACCOMMODATIONS AND MODIFICATIONS …
IEP/504 CHECKLIST: ACCOMMODATIONS AND MODIFICATIONS FOR STUDENTS WHO ARE DEAF AND HARD OF HEARING
Name:
Date:___________________
Note: Accommodations provide access to communication and instruction and are appropriate for 504 or IEP services; modifications
alter the content, the expectations, and the evaluation of academic performance and are generally provided through an IEP as part of
specialized instruction. This checklist contains many supports and services that should be reviewed to comply with IDEA Special Factors
(34CFR300.324(2)(i-v).
Personal and Assistive Hearing Technology
Physical Environment Accommodations
Accommodations
Personal hearing instrument (hearing aid, cochlear implant, bone anchored, tactile device)
Personal hearing assistance technology (HAT) (hearing aid + HAT) HAT only (without personal hearing instrument)
Noise/reverberation reduction (carpet & other sound absorption materials) reANSI.s12.60
Special lighting Room design modifications:_________________________ Flashing fire alarms/smoke detectors
Classroom sound distribution system (CADS)
Curricular Modifications
Assistive Technology Accommodations
Videophone or Text Phone Alerting devices Other
Modified reading assignments (shorten length, adapt phonicsbased instruction)
Modified written assignments (shorten length, adjust evaluation criteria)
Extra practice
Communication Accommodations
Priority seating arrangement:
Pre-teach, teach, post-teach vocabulary, concepts Strategies to adapt oral/aural curriculum/instruction to
accommodate reduced auditory access
Ensure student's attention prior to speaking Reduce auditory distractions (background noise) Reduce visual distractions Allow student time/assistance to locate speaker in small or large
group setting Enhance speechreading conditions (avoid hands in front of face,,
mustaches well-trimmed, no gum chewing)
Supplemental materials to reinforce concepts of curriculum
Alternative curriculum
Expanded core curriculum:
o advocacy/self-determination
o Deaf studies
o audiology (understanding hearing o disability rights
loss and resulting communication o functional skills
accommodations, technology
o family education
options (HAT, connectivity)
o listening skill development
Present information in simple, structured, sequential manner Enunciate speech clearly Allow extra time for processing information
o assistive technology o communication/pragmatic
language
o ASL/sign language o social-emotional skills o transition planning
Repeat or rephrase information when necessary Frequently check for understanding Use speech to text software (speech recognition) Provide interpreting (e.g., ASL, signed English, cued speech, oral)
Evaluation Accommodations & Modifications
Reduce quantity of tests Alternate tests or methods Reading assistance with tests for clarification of directions,
Instructional Accommodations & Modifications
Visual supplements (overheads, charts, vocabulary lists, lecture outlines)
Interactive whiteboard (e.g., Smart Board, Mimio)
language of test questions (non-reading items) Extra time Special setting Other
Classroom captioning (CART, CPrint, TypeWell)
Captioning and/or scripts for television, videos, movies
Other Needs/Special Considerations
Buddy system for notes, extra explanations/directions Check for understanding of information Down time/break from listening/watching Extra time to complete assignments Step-by-step directions Interpreting (ASL, signed English, cued speech, oral) Speech to text software (speech recognition) Tutoring
Counseling Family supports and training Sign language instruction for family members Deaf/Hard of Hearing peers* Deaf/Hard of Hearing role models Recreational/Social opportunities Transition Services:
o disability rights
Notetaker Direct instruction (indicate classes):_______________
____________________________________________
o financial assistance o linkages to higher education, job training o Vocational Rehabilitation services Other
___________________________________________
_______________________________________
From: C.D. Johnson & J. Seaton, Educational Audiology Handbook, 2nd Edition (2012), Cengage-Delmar Learning. Revised 2014 by C.
Johnson for Hands & Voices.
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