Modifications & Accommodations in the Elementary Classroom



Accommodations & Modifications in the Elementary 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 – (Continued) |Consider Student’s Behavioral Needs – (Continued) |Consider Assistive Technology – (Continued) |

|(pictures & words) |Teacher circulate around room |Learn to organize signs of stress |Scanned text with OCR software |

|Post daily schedule (pictures & words) |Provide visual prompts (board/desk) |Give non verbal cues to discontinue behavior |Voice output reminders |

|Give preferential seating |Provide immediate feedback (self correcting seat work) |Reinforce positive behavior (4:1) |Electronic organizers/reminders/pagers |

|Change to another class |Point out similarities to previous learning/work |Use mild, consistent consequences |Large display calculators |

|Change schedule (most difficult in morning) |Use manipulative materials |Set goals with student |Voice input calculators |

|Eliminate distractions (visual, auditory, olfactory) |Use frequent review of key concepts |Use key students for reinforcement of target student |Math software |

|Modify length of school day |Teach to current level of ability (use easier |Use group/individual counseling |Picture/symbol supported software |

|Provide frequent breaks |materials) |Teach student to attend to advance organizers at |Other: _________________________ |

|Provide place for quiet time |Speak loud or slow or rephrase |beginning of lesson | |

|Maintain consistent schedule |Preteach/Reteach |Provide opportunity to role pay |Other Considerations |

|Provide system for transition |Highlight/underline material |Use proactive behavior management strategies |Home/School Relations |

|Position appropriately |Use peer tutor/partner |Use schoolwide reinforcement with target students |Schedule regular meetings for all staff to review |

|Explain disabilities to students |Use small group instruction |Other: _________________________ |progress/maintain consistency |

|Use color-coded materials |Use simple sentences | |Schedule parent conferences every_______________ |

|Other: _________________________ |Use individualized instruction |Consider Assistive Technology |Daily/weekly reports home |

| |Pause frequently |Adaptive paper |Parent visits/contact |

|Consider Curricular Content & Expectations |Discuss errors and how they were made |Talking spell checker/dictionary |Home visits |

|Reduce length of assignments |Use cooperative learning |Concept mapping software/templates | |

|Change skill/task |Use instructional assistants |Magnetic words, letters, phrases |Disability Awareness |

|Modify testing mode/setting |Encourage requests for clarification, repetition, etc. |Multimedia software |Explain disabilities to other students |

|Allow extra time |Elicit responses when you know student knows the answer|Keyguard for keyboard |Teach peers how to be helpful |

|Teach study skills |Demonstrate & encourage use of technology |Macros/shortcuts on computer |In-service training for school staff |

|Teach sequencing skills |(instructional and assistive) |Abbreviations/expansion | |

|Teach visual imagery |Other: _________________________ |Accessibility options on computer |Additional Resources |

|Teach memory strategies | |Alternative keyboards |Wisconsin Assistive Technology Checklist |

|Write assignments in daily log |Consider Student’s Behavioral Needs |Communication cards or boards |Therapists, nurse, resource teachers, school |

|Teach semantic mapping |( Teach expected behavior |Voice output communication device |psychologist, counselor, rehab facility, parents, |

|Teach peers how to be helpful |Increase student success rate |Portable word processor |vision teacher, medical facility |

|Other: _________________________ | |Enlarged text/magnifiers | |

| | |Recorded text on tape/talking books | |

|Consider Method of Instruction | |Other: _________________________ | |

|Repeat directions | | | |

|Increase active participation | | | |

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