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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