Modifications & Accommodations in the Secondary Classroom
Accommodations & Modifications in the Secondary Classroom
For a Student with Traumatic Brain Injury
Student:____________________________ Teacher:__________________________________ Grade:___________ Today’s Date:_____________
Presenting Concerns:________________________________________________________________________________________________________
Birth Date:____________________ Date of Injury:_________________
|Consider Student’s Environment ( Post class rules |Consider Method of Instruction |Consider Student’s Behavioral Needs – (Continued) |Consider Assistive Technology – (Continued) |
|(pictures & words) |Repeat directions |Learn to organize signs of stress |Voice output reminders |
|Post daily schedule (pictures & words) |Increase active participation |Give non verbal cues to discontinue behavior |Electronic organizers/PDA’s/Palm computers |
|Give preferential seating |Teacher circulate around room |Reinforce positive behavior (4:1) |Pagers/electronic reminders |
|Change to another class |Provide visual prompts (board/desk) |Use mild, consistent consequences |Large display calculators |
|Change schedule (most difficult in morning) |Provide immediate feedback (self correcting seat work) |Set goals with student |Talking calculators |
|Eliminate distractions (visual, auditory, olfactory) |Point out similarities to previous learning/work |Use key students for reinforcement of target student |Voice input calculators |
|Modify length of school day |Use manipulative materials |Use group/individual counseling |Math software |
|Provide frequent breaks |Use frequent review of key concepts |Provide opportunity to role pay |Portable word processor |
|Provide place for quiet time |Teach to current level of ability (use easier |Use proactive behavior management strategies |Picture supported software |
|Maintain consistent schedule |materials) |Other: _________________________ |Other: _________________________ |
|Move class site to avoid physical barriers (stairs) |Speak loud or slow or rephrase | | |
|Provide system for transition |Preteach/Reteach |Consider Assistive Technology |Other Considerations |
|Position appropriately |Highlight/underline material |Talking spell checker/dictionary |Home/School Relations |
|Explain disabilities to students |Use peer tutor/partner |Talking word processing software |Schedule regular meetings for all staff to review |
|Use color-coded materials |Use small group instruction |Concept mapping software/templates |progress/maintain consistency |
|Other: _________________________ |Use simple sentences |Word prediction software |Schedule parent conferences every_______________ |
| |Use individualized instruction |Multimedia software |Daily/weekly reports home |
|Consider Curricular Content & Expectations |Pause frequently |Keyguard for keyboard |Parent visits/contact |
|Reduce length of assignments |Discuss errors and how they were made |Macros/shortcuts on computer |Home visits |
|Change skill/task |Use cooperative learning |Abbreviation/expansion | |
|Modify testing mode/setting |Use instructional assistants |Accessibility option on computer |Disability Awareness |
|Allow extra time |Encourage requests for clarification, repetition, etc. |Screen reader software |Explain disabilities to other students |
|Teach study skills |Elicit responses when you know student knows the answer|Alternate keyboards |Teach peers how to be helpful |
|Teach sequencing skills |Demonstrate & encourage use of technology |Voice recognition software | |
|Teach visual imagery |(instructional and assistive) |Communication cards or boards |Additional Resources |
|Teach memory strategies |Other: _________________________ |Voice output communication device |Wisconsin Assistive Technology Checklist |
|Write assignments in daily log | |Adaptive paper |Therapists, nurse, resource teachers, school |
|Develop objective grading system using daily |Consider Student’s Behavioral Needs |Single word scanners |psychologist, counselor, rehab facility, parents, |
|participation as a percentage of weekly and final grade|( Teach expected behavior |Enlarged text/magnifiers |vision teacher, medical facility |
|Teach semantic mapping |Increase student success rate |Recorded text/books on tape/e-text/ipod/MP3 player | |
|Teach peers how to be helpful | |Scanned text with OCR software | |
|Other: _________________________ | |Other: _________________________ | |
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